Go over your copy; "Introduction to Basic Programming" look for some words that you need to be more clarified and jot it down for reference someday.
     After that, study the types of design in basic programming.Open Microsoft Access and follow the sequence how each type is being written. Save that work as File #1.There are three types of designs, so you have to finish three.

syntax (fromAncient Greekσυν- syn-, "together", and τάξις táxis, "arrangement") is the study of the principles and rules for constructing sentences in natural languages. In addition to referring to the discipline, the term syntax is also used to refer directly to the rules and principles that govern the sentence structure of any individual language, as in "the syntax of Modern Irish". Modern research in syntax attempts to describe languagesin terms of such rules. Many professionals in this discipline attempt to find general rules that apply to all natural languages. The term syntax is also sometimes used to refer to the rules governing the behavior of mathematical systems, such as logic, artificial formal languages, and computer programming languages.

 

A computer terminal is an electronic or electromechanical hardware device that is used for entering data into, and displaying data from, a computer or a computing system. A computer terminal is an instance of a human-machine interface (HMI).

The function of a terminal is confined to display and input of data; a device with significant local programmable data processing capability may be called a "smart terminal" or thin client. A personal computer can run software that emulates the function of a terminal, sometimes allowing concurrent use of local programs and access to a distant host system.

Edsger Wybe Dijkstra (May 11, 1930 – August 6, 2002; pronounced [ˈɛtsxər ˈwibə ˈdɛɪkstra]) was a Dutch computer scientist. He received the 1972 A. M. Turing Award for fundamental contributions in the area of programming languages, and was the Schlumberger Centennial Chair of Computer Sciences at The University of Texas at Austin from 1984 until 2000.

William Henry Gates III (born October 28, 1955),[3] is an American business magnate, philanthropist, the world's third richest man (as of 2008),[2] and chairman of Microsoft, the software company he founded with Paul Allen. During his career at Microsoft, Gates held the positions of CEO and chief software architect, and remains the individual shareholder with the most shares, with more than 9 percent of the common stock.[4] He has also authored or co-authored several books.

Paul Gardner Allen (born January 21, 1953) is an American entrepreneur who co-founded Microsoft with Bill Gates. Allen regularly appears on lists of the richest people in the world. As of September 2007, Forbes ranks him as the eleventh richest American, worth an estimated $16.8 billion.[2]

He is the founder and chairman of Vulcan Inc., which is his private asset management company, and is chairman of Charter Communications.

The C Programming Language (sometimes referred to as K&R or the white book) is a well-known computer science book written by Brian Kernighan and Dennis Ritchie, the latter of whom originally designed and implemented the language (as well as co-designed the Unix operating system with whose development of the language was closely intertwined). The book was central to the development and popularization of the C programming language and is still widely read and used today. Because the book was co-authored by the original language designer, and because the first edition of the book served for many years as the de facto standard for the language, the book is regarded by many to be the authoritative reference on C.

DATA = are any collection of raw, unorganized facts which are meaningless until they are processed.

          Distinct pieces of information usually formatted in a special way. All software is divided into two general categories: data and programs. Programs are collections of instructions for manipulating data. Data can exist in a variety of forms – as numbers or text on pieces of paper, as bits and bytes stored in electronic memory, or as facts stored in a person’s mind. The term data is often used to distinguish binary machine-readable information from textual human-readable information. For example, some applications make a distinction between data files (binary) and text files (ASCII data).

INFORMATION = is processed data. Raw facts are manipulated, arranged, transformed and converted to produce meaningful information. This conversion of data to information is called data processing. And while data processing can be done manually, the use of computers has automated the task that speed up processing.

SYNTAX = refers to the spelling and grammar of a programming language. Computers are inflexible machines that understand what you type only if you type it in the exact form that the computer expects. The expected form is called SYNTAX. Each program defines its own SYNTACTICAL RULES that controls which words the computer understands, which combination of words are meaningful and what punctuation is necessary.

SEMANTICS = in linguistics, the study of meanings. In computer science, the term is frequently used to differentiate of an instruction from its format. The format, which covers the spelling of language components and the rules controlling how components are combined, is called the language SYNTAX.

          For example, if you will misspell a command, it is a syntax error. On the other hand, you enter a legal command that does not make any sense in the current context, it is SEMANTIC ERROR.

Problem Solving There are many approaches to problem solving, depending on the nature of the problem and the people involved in the problem. The more traditional, rational approach is typically used and involves, eg, clarifying description of the problem, analyzing causes, identifying alternatives, assessing each alternative, choosing one, implementing it, and evaluating whether the problem was solved or not.

Another, more state-of-the-art approach is appreciative inquiry. That approach asserts that "problems" are often the result of our own perspectives on a phenomena, eg, if we look at it as a "problem," then it will become one and we'll probably get very stuck on the "problem." Appreciative inquiry includes identification of our best times about the situation in the past, wishing and thinking about what worked best then, visioning what we want in the future, and building from our strengths to work toward our vision.

Basic Guidelines to Problem Solving and Decision Making Written by Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Copyright 1997-2008.
Adapted from the Field Guide to Leadership and Supervision.

Much of what managers and supervisors do is solve problems and make decisions. New managers and supervisors, in particular, often make solve problems and decisions by reacting to them. They are "under the gun", stressed and very short for time. Consequently, when they encounter a new problem or decision they must make, they react with a decision that seemed to work before. It's easy with this approach to get stuck in a circle of solving the same problem over and over again. Therefore, as a new manager or supervisor, get used to an organized approach to problem solving and decision making. Not all problems can be solved and decisions made by the following, rather rational approach. However, the following basic guidelines will get you started. Don't be intimidated by the length of the list of guidelines. After you've practiced them a few times, they'll become second nature to you -- enough that you can deepen and enrich them to suit your own needs and nature.

(Note that it might be more your nature to view a "problem" as an "opportunity". Therefore, you might substitute "problem" for "opportunity" in the following guidelines.)

1. Define the problem This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think there's a problem.

Defining the problem: (with input from yourself and others)
Ask yourself and others, the following questions:
a. What can you see that causes you to think there's a problem?
b. Where is it happening?
c. How is it happening?
d. When is it happening?
e. With whom is it happening? (HINT: Don't jump to "Who is causing the problem?" When we're stressed, blaming is often one of our first reactions. To be an effective manager, you need to address issues more than people.)
f. Why is it happening?
g. Write down a five-sentence description of the problem in terms of "The following should be happening, but isn't ..." or "The following is happening and should be: ..." As much as possible, be specific in your description, including what is happening, where, how, with whom and why. (It may be helpful at this point to use a variety of research methods. Also see .

Defining complex problems:
a. If the problem still seems overwhelming, break it down by repeating steps a-f until you have descriptions of several related problems.

Verifying your understanding of the problems:
a. It helps a great deal to verify your problem analysis for conferring with a peer or someone else.

Prioritize the problems:
a. If you discover that you are looking at several related problems, then prioritize which ones you should address first.
b. Note the difference between "important" and "urgent" problems. Often, what we consider to be important problems to consider are really just urgent problems. Important problems deserve more attention. For example, if you're continually answering "urgent" phone calls, then you've probably got a more "important" problem and that's to design a system that screens and prioritizes your phone calls.

Understand your role in the problem:
a. Your role in the problem can greatly influence how you perceive the role of others. For example, if you're very stressed out, it'll probably look like others are, too, or, you may resort too quickly to blaming and reprimanding others. Or, you are feel very guilty about your role in the problem, you may ignore the accountabilities of others.

2. Look at potential causes for the problem a. It's amazing how much you don't know about what you don't know. Therefore, in this phase, it's critical to get input from other people who notice the problem and who are effected by it.
b. It's often useful to collect input from other individuals one at a time (at least at first). Otherwise, people tend to be inhibited about offering their impressions of the real causes of problems.
c. Write down what your opinions and what you've heard from others.
d. Regarding what you think might be performance problems associated with an employee; it's often useful to seek advice from a peer or your supervisor in order to verify your impression of the problem.
e. Write down a description of the cause of the problem and in terms of what is happening, where, when, how, with whom and why.

3. Identify alternatives for approaches to resolve the problem a. At this point, it's useful to keep others involved (unless you're facing a personal and/or employee performance problem). Brainstorm for solutions to the problem. Very simply put, brainstorming is collecting as many ideas as possible, and then screening them to find the best idea. It's critical when collecting the ideas to not pass any judgment on the ideas -- just write them down as you hear them. (A wonderful set of skills used to identify the underlying cause of issues is Systems Thinking.)

4. Select an approach to resolve the problem When selecting the best approach, consider:
a. Which approach is the most likely to solve the problem for the long term?
b. Which approach is the most realistic to accomplish for now? Do you have the resources? Are they affordable? Do you have enough time to implement the approach?
c. What is the extent of risk associated with each alternative?
(The nature of this step, in particular, in the problem solving process is why problem solving and decision making are highly integrated.)

5. Plan the implementation of the best alternative (this is your action plan) a. Carefully consider "What will the situation look like when the problem is solved?"
b. What steps should be taken to implement the best alternative to solving the problem? What systems or processes should be changed in your organization, for example, a new policy or procedure? Don't resort to solutions where someone is "just going to try harder".
c. How will you know if the steps are being followed or not? (these are your indicators of the success of your plan)
d. What resources will you need in terms of people, money and facilities?
e. How much time will you need to implement the solution? Write a schedule that includes the start and stop times, and when you expect to see certain indicators of success.
f. Who will primarily be responsible for ensuring implementation of the plan?
g. Write down the answers to the above questions and consider this as your action plan.
h. Communicate the plan to those who will involved in implementing it and, at least, to your immediate supervisor.
(An important aspect of this step in the problem-solving process is continually observation and feedback.)

6. Monitor implementation of the plan Monitor the indicators of success:
a. Are you seeing what you would expect from the indicators?
b. Will the plan be done according to schedule?
c. If the plan is not being followed as expected, then consider: Was the plan realistic? Are there sufficient resources to accomplish the plan on schedule? Should more priority be placed on various aspects of the plan? Should the plan be changed?

7. Verify if the problem has been resolved or not One of the best ways to verify if a problem has been solved or not is to resume normal operations in the organization. Still, you should consider:
a. What changes should be made to avoid this type of problem in the future? Consider changes to policies and procedures, training, etc.
b. Lastly, consider "What did you learn from this problem solving?" Consider new knowledge, understanding and/or skills.
c. Consider writing a brief memo that highlights the success of the problem solving effort, and what you learned as a result. Share it with your supervisor, peers and subordinates.

Alphabetical list of programming languages The aim of this list of programming languages is to include all notable programming languages in existence, both those in current use and historical ones, in alphabetical order. Other lists of programming languages are:

1.     Alphabetical

2.     Categorical

3.     Chronological

4.     Generational

Note: Dialects of BASIC have been moved to the separate List of BASIC dialects.

Contents

0–9ABCDEFGHIJKLMNOPQRSTUVWXYZ



ABAP    Advanced Business Application Programming

ACS      Action Code Script

 

ADMINS      Automated Data Methods for Information Naming Systems

 

BASIC        Beginners All-purpose Symbollic Instruction Code

 

BPEL          Business Process Execution Language

 

CLIST         Programming language for online applications in the MVS TSO environment

 

Dream Maker

 

Dark Basic

 

DASL      Data point’s Advanced System Language

 

Syntax of The C Programming Language

 

1.      Used_in The definition of C++ [ c++.syntax.html ]

Used_in The definition of Java [ java.syntax.html ]

1.    Notation This uses my XBNF Extended BNF Notation where "|" indicates "or", "(...)" indicates priority. For more information see [ intro_ebnf.html ]

The following abbreviations are also used:

1.      O(_)::= 0 or 1 occurrences,

2.      N(_)::= 1 or more occurrence

3.      L(_)::= a comma separated list

4.      #(_)::= 0 or more occurrences.

5.      S(E,Op)::=serial_operator_expression(E, Op)

6.      serial_operator_expression(E,Op)::= E #(Op E).

             S(E,Op) = E Op E Op E Op ... E

It also uses the following shorthand

Lexemes 7.      identifier::=nondigit #(nondigit | digit),

8.      nondigit::="_" | "a" | "A" | "b" | "B" | "c" | "C" | "d" | "D" | "e" | "E" | "f" | "F" | "g" | "G" | "h" | "H" | "i" | "I" | "j" | "J" | "k" | "K" | "l" | "L" | "m" | "M" | "n" | "N" | "o" | "O" | "p" | "P" | "q" | "Q" | "r" | "R" | "s" | "S" | "t" | "T" | "u" | "U" | "v" | "V" | "w" | "W" | "x" | "X" | "y" | "Y" | "z" | "Z",

9.      digit::="0" | "1" | "2" | "3" | "4" | "5" | "6" | "7" | "8" | "9",

10.  punctuator::="[" | "]" | "(" | ")" | "{" | "}" | "*" | "," | ":" | "=" | ";" | "..." | "#",

11.  operator::="[" | "]" | "(" | ")" | "." | "->" | "++" | "--" | "&" | "*" | "+" | "-" | "~" | "!" | "sizeof" | "/" | "%" | "<<" | ">>" | "<" | ">" | "<=" | ">=" | "==" | "!=" | "^" | "|" | "&&" | "||" | "?" | ":" | "=" | "*=" | "/=" | "%=" | "+=" | "-=" | "<<=" | ">>=" | "&=" | "^=" | "||=" | "," | "#" | "##",

12.  infix::= "->" | "&" | "*" | "+" | "-" | "/" | "%" | "<<" | ">>" | "<" | ">" | "<=" | ">=" | "==" | "!=" | "^" | "|" | "&&" | "||" | "=" | "*=" | "/=" | "%=" | "+=" | "-=" | "<<=" | ">>=" | "&=" | "^=" | "||=" | "," ,

13.  prefix::= "++" | "--" | "&" | "*" | "+" | "-" | "~" | "!" | "sizeof" ,

14.  postfix::= "++" | "--",

15.  integer_suffix::=#(unsigned_suffix) | #(long_suffix),

16.  unsigned_suffix::="u" | "U",

17.  long_suffix::="l" | "L",

18.  sign::="+" | "-",

19.  octal_constant::="0" #(octal_digit),

20.  octal_digit::="0" | "1" | "2" | "3" | "4" | "5" | "6" | "7",

21.  hex_constant::=("0x" | "0X") (hex_digit),

22.  hex_digit::="0" | "1" | "2" | "3" | "4" | "5" | "6" | "7" | "8" | "9" | "a" | "b" | "c" | "d" | "e" | "f" | "A" | "B" | "C" | "D" | "E" | "F",

23.  decimal_constant::=non_zero_digit #(digit),

24.  non_zero_digit::="1" | "2" | "3" | "4" | "5" | "6" | "7" | "8" | "9",

25.  integer_constant::=(decimal_constant | octal_constant | hex_constant) | integer_suffix,

26.  float_suffix::="f" | "l" | "F" | "L",

27.  fraction::=#digit "." digit #digit,

28.  exponent_part::=("e" | "E") sign #(digit),

29.  float_constant::=fraction (exponent_part|) (float_suffix|)|(decimal_constant (exponent_part|) float_suffix,

30.  enumeration_constant::=identifier,

31.  char_constant::=char~(double_quote|eoln|backslash)| escape_sequence,

32.  escape_sequence::=backslash (char | "0" #octal_digit |"0x"#hexadecimal_digit),

33.  character_constant::="'" char_constant"'" ,

constant :=::=float_constant | integer_constant | enumeration_constant | character_constant,

34.  string__char::=char~(double_quote|eoln|backslash)| escape_sequence,

35.  string_literal::=double_quote #(string_char) double_quote,

. . . . . . . . . ( end of section Lexemes) <<Contents | End>>

Expressions Expressions are made up by applying operators to primary_expressions.

36.  primary_expression::= variable | constant | string_literal | "(" expression ")",

37.  variable::= identifier & declared and in scope of declaration.

38.  argument_list::=List(assignment_expression),

Operators Symbol

See

"("... ")"

primary_expressioncast_expression function_call

"."

part of a structure

"-"

additive_expressionunary_expression

"->"

part of a pointed at structure

"--"

unary_expressionpostfix_expression

"-="

assignment_expression

"&"

AND_expression bitwise Boolean

"&="

assignment_expression

"&"

address_of unary_expression

"&&"

logical_AND_expression

"*"

multiplicative_expression contents of pointer unary_expression

"*="

assignment_expression

"+"

additive_expressionunary_expression

"++"

unary_expressionpostfix_expression

"+="

assignment_expression

"~"

bitwise negation prefix

"!"

logical negation prefix

"!="

equality_expression

"sizeof"

unary_expression

"/"

multiplicative_expression divide

"/="

assignment_expression

"%"

multiplicative_expression mod

"%="

assignment_expression

"<"

relational_expression

"<<"

shift_expression left

"<<="

assignment_expression

"<="

relational_expression

">"

relational_expression

">>"

shift_expression right

">="

relational_expression

">>="

assignment_expression

"=="

equality_expression

"="

assignment_expression

"^"

XOR_expression exclusive-or bitwise

"^="

assignment_expression

"|"

OR_expression bitwise or

"||"

logical_OR_expression

"||="

assignment_expression

..."?"... ":"...

conditional_expression

","

expression (discard previous value)



Arithmetic 39.  post_fix::="++" | "--",

40.  post_fix_expression::=(primary_expression) #(post_fix),

41.  unary_operator::="&" | "*" | "+" | "-" | "!" | "-",

42.  pre_fix::="++" | "--" | "sizeof",

43.  unary_expression::=#(pre-fix) post_fix_expression | unary_operatorcast_expression | "sizeof" "(" type_name")",

44.  cast_expression::=#(type_name) unary_expression. This implies that casts are done after doing post-fix operations..

45.  multiplicative_expression::=S(cast_expression, multiplicative_operator). [ serial_operator_expression ]

The rule above means that 'casts' are done before multiplication and division, and that multiplication and division are done from left to right.

46.  multiplicative_operator::="*" | "%" | "/",

47.  additive_expression::=S(multiplicative_expression, additive_operator). This means that addition and subtraction occurs after multiplication and from left to right.

48.  additive_operator::="+" | "-",

Shifts 49.  shift_expression::=S(additive_expression, shift_operator),

50.  shift_operator::=">>" | "<<", "<<" is left shift of bits (multiply by 2), and ">>" is the reverse and divides by 2.

Relations 51.  relational_expression::= S(shift_expression, relational_operator),

52.  relational_operator::="<" | ">" | "<=" | ">=",

53.  equality_expression::=S(relational_expression, equality_operator),

54.  equality_operator::="==" | "!=",

The second-level syntax of Common Lisp has rules about the format of the internal representation. For instance, the if special form has the following format:

  (if < test-form> < then-form> < else-form>)

or

  (if < test-form> < then-form>)

where test-form, then-form, and else-form are forms. But one should not think of this rule as being stated as sequences of tokens. Rather, one should think: ``An if special form is a list with three or four elements. The first element is the symbol if, the second, third and optionally the forth are all forms.''

The second-level syntax rules are checked by the compiler after the read function has transformed the program into the internal form. That part of the compiler is not restricted to context-free grammars or any other restrictions on sequences of symbols. It is free to traverse the internal representation in any order it needs, and as many times as necessary in order to verify syntax and generate code.

Perhaps the greatest advantage of the two-level syntax, and in particular of the standardized internal representation for programs, is that it makes it possible to have a powerful macro facility.

In ordinary programming languages such as C, the macro facility is very primitive, in that it replaces text by other text. This fact makes it possible for errors in definitions and uses of macros to generate mysterious defects that are extremely hard to find and debug.

In Common Lisp, on the other hand, the macro facility replaces forms by other forms. This fact makes it possible for the macro facility to be a useful mechanism for extending the syntax (i.e. the second-level syntax) of the language. Extending the syntax of the language is necessary in order to build an application-specific language on top of the base language.

In fact, large parts of a typical Common Lisp implementation are implemented as macros that translate special forms to simpler special forms.

Computer language

 

The term computer language includes a large variety of languages used to communicate with computers. It is broader than the more commonly-used term programming language. Programming languages are a subset of computer languages. For example, HTML is a markup language and a computer language, but it is not traditionally considered a programming language. Machine code is a computer language. It can technically be used for programming, and has been (e.g. the original bootstrapper for Altair BASIC), though most would not consider it a programming language.

Characteristics of Computer Language Computer languages can be divided into two groups: high-level languages and low-level languages. High-level languages are designed to be easier to use, more abstract, and more portable than low-level languages. Syntactically correct programs in some languages are then compiled to low-level language and executed by the computer. Most modern software is written in a high-level language, compiled into object code, and then translated into machine instructions.

Computer languages could also be grouped based on other criteria. Another distinction could be made between human-readable and non-human-readable languages. Human-readable languages are designed to be used directly by humans to communicate with the computer. Non-human-readable languages, though they can often be partially understandable, are designed to be more compact and easily processed, sacrificing readability to meet these ends.

 

Types of Computer Language Further information: Programming language

Programming languages are the primary means by which developers of computing systems instruct a machine to organize or manipulate information or control physical devices. Most software is written using one or more programming languages. Common examples include C++, Java, BASIC, and assembly languages, but this is by no means an exhaustive list. Programming languages can be grouped by "generation", see also Fourth-generation programming language ("4GL")

Further information: Scripting language

Scripting languages are a type of programming language designed to control other software or to coordinate the actions of multiple software applications. They are usually distinguished from "full" programming languages in that they are dependent on another application, are more accessible to users, include fewer features, and are not compiled but run via an interpreter. In practice, some languages originally conceived for scripting (PHP) have grown to be become "full" programming languages and some "full" programming languages have been adapted for embedding into applications (Java). Common examples include Perl and javaScript. (scripting language list)

Further information: Visual programming language

Most programming language are based on a programmer writing source code to instruct the computer, but Visual programming languages are designed to have the programmer manipulate visual representations of program elements.

All instructions to a computer are ultimately expressed in machine code, a non human-readable binary computer language which corresponds to the available instructions for a microprocessor. Source code is converted to machine code by a compiler, sometimes on the fly). Some programming languages use an intermediate computer language called bytecode which is designed to make software more portable across different computer architectures. Such systems use a virtual machine to convert bytecode to machine code when a program is run. Java is a well-known example.

 

Languages for representing information Query language (e.g., SQL, XQuery)
Markup languages (e.g., HTML - typically used for producing documents)
Transformation languages (e.g., XSLT)
Template processing languages
Category:Data serialization formats