<![CDATA["Value of Virtual CD Communities" monograph : Weblog]]> Elgg http://lifeworkps.com/lwpsmonograf/weblog/ <![CDATA[O*NET detail report for Computer Programmer]]> http://lifeworkps.com/lwpsmonograf/weblog/800.html http://lifeworkps.com/lwpsmonograf/weblog/800.html Tue, 20 Jun 2006 16:46:05 GMT
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Updated 2009


Summary Report for:
15-1021.00 - Computer Programmers


Convert project specifications and statements of problems and procedures to detailed logical flow charts for coding into computer language. Develop and write computer programs to store, locate, and retrieve specific documents, data, and information. May program web sites.


Sample of reported job titles: Programmer Analyst, Programmer, Analyst Programmer, Computer Programmer, Software Developer, Applications Developer, Computer Programmer Analyst, Internet Programmer, Java Developer, Web Programmer


View report: Summary  Details  Custom

Tasks  |  Tools & Technology  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Work Context  |  Job Zone  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Additional Information



Tasks



  • Correct errors by making appropriate changes and rechecking the program to ensure that the desired results are produced.

  • Conduct trial runs of programs and software applications to be sure they will produce the desired information and that the instructions are correct.

  • Write, update, and maintain computer programs or software packages to handle specific jobs such as tracking inventory, storing or retrieving data, or controlling other equipment.

  • Write, analyze, review, and rewrite programs, using workflow chart and diagram, and applying knowledge of computer capabilities, subject matter, and symbolic logic.

  • Perform or direct revision, repair, or expansion of existing programs to increase operating efficiency or adapt to new requirements.

  • Consult with managerial, engineering, and technical personnel to clarify program intent, identify problems, and suggest changes.

  • Perform systems analysis and programming tasks to maintain and control the use of computer systems software as a systems programmer.

  • Compile and write documentation of program development and subsequent revisions, inserting comments in the coded instructions so others can understand the program.

  • Prepare detailed workflow charts and diagrams that describe input, output, and logical operation, and convert them into a series of instructions coded in a computer language.

  • Consult with and assist computer operators or system analysts to define and resolve problems in running computer programs.



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Tools & Technology


Tools used in this occupation:


















Computer servers
Desktop computers
Mainframe computers — Mainframe operating systems
Serial port cards


Technology used in this occupation:
























Compiler and decompiler software — Code generator software; Command interpreters; Threaded code compiler; Xerces2 Java Parser
Data base management system software — Microsoft SQL Server; mSQL software; MySQL software; Pick software
Development environment software — Haskell; Kernel; Microsoft Visual Basic; Ruby *
Object or component oriented development software — C++; Greatis Object Inspector; Oberon; PowerSoft PowerBuilder
Program testing software — Debugging software; Low-level debugger software; Source code editor software; Symbolic debugger software
Web platform development software — Apache Struts; Hypertext markup language HTML; JavaScript; Microsoft Silverlight



* Software developed by a government agency and/or distributed as freeware or shareware.



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Knowledge





















Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.



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Skills




































Programming — Writing computer programs for various purposes.
Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Operations Analysis — Analyzing needs and product requirements to create a design.
Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Technology Design — Generating or adapting equipment and technology to serve user needs.
Troubleshooting — Determining causes of operating errors and deciding what to do about it.



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Abilities




































Written Comprehension — The ability to read and understand information and ideas presented in writing.
Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Near Vision — The ability to see details at close range (within a few feet of the observer).
Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly.



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Work Activities




































Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.



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Work Context




































Electronic Mail — How often do you use electronic mail in this job?
Spend Time Sitting — How much does this job require sitting?
Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions?
Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job?
Telephone — How often do you have telephone conversations in this job?
Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job?
Importance of Repeating Same Tasks — How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job?
Time Pressure — How often does this job require the worker to meet strict deadlines?
Duration of Typical Work Week — Number of hours typically worked in one week.
Work With Work Group or Team — How important is it to work with others in a group or team in this job?



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Job Zone






























Title Job Zone Four: Considerable Preparation Needed
Education Most of these occupations require a four-year bachelor's degree, but some do not.
Related Experience A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Job Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Job Zone Examples Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, environmental engineers, criminal investigators, and special agents.
SVP Range (7.0 to < 8.0)


There are 2 recognized apprenticeable specialties associated with this occupation:
Computer Programmer; Programmer, Engineering and Scientific


To learn about specific apprenticeship opportunities, please consult the U.S. Department of Labor State Apprenticeship Information external site website.


For general information about apprenticeships, training, and partnerships with business, visit the U.S. Department of Labor Office of Apprenticeship external site website.



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Interests


Interest code: IC












Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.



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Work Styles




































Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
Initiative — Job requires a willingness to take on responsibilities and challenges.
Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
Persistence — Job requires persistence in the face of obstacles.
Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.



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Work Values















Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.



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Related Occupations




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Wages & Employment Trends


National






















Median wages (2008) $33.47 hourly, $69,620 annual
Employment (2006) 435,000 employees
Projected growth (2006-2016) Decline slowly or moderately (-3% to -9%) Decline slowly or moderately (-3% to -9%)
Projected need (2006-2016) 91,000 additional employees


State & National


          CareerOneStop

Source: Bureau of Labor Statistics 2008 wage data external site and 2006-2016 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.



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Sources of Additional Information


Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.



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]]> <![CDATA[Examples of embedding objects in LWPS/Elgg posts]]> http://lifeworkps.com/lwpsmonograf/weblog/222.html http://lifeworkps.com/lwpsmonograf/weblog/222.html Fri, 24 Feb 2006 20:57:44 GMT
  1. graphic inserts: a, b, c

  2. picture inserts: a

  3. audio inserts: a, b

  4. video inserts: a, b, c

  5. Elgg post on a cell phone

]]> <![CDATA[Intelligent Designer]]> http://lifeworkps.com/lwpsmonograf/weblog/169.html http://lifeworkps.com/lwpsmonograf/weblog/169.html Tue, 21 Feb 2006 18:46:10 GMT Video on CSPAN BookTV




]]> <![CDATA[Worry]]> http://lifeworkps.com/lwpsmonograf/weblog/162.html http://lifeworkps.com/lwpsmonograf/weblog/162.html Mon, 20 Feb 2006 02:30:42 GMT
  •   “Today is the tomorrow you worried about yesterday


    ]]>         <![CDATA[quiz]]> http://lifeworkps.com/lwpsmonograf/weblog/161.html http://lifeworkps.com/lwpsmonograf/weblog/161.html Mon, 20 Feb 2006 01:42:55 GMT
    A. Discovering career trends, transferable skills, and lifelong learning
    B. Choosing and making plans for a career of interest
    C. Finding out where and how you want to live and how much you need to earn
    D. Conducting research, interviews, and job shadows
    E. Writing resumes and applications; handling interviews
    F. Evaluating skills, interests, values and personality



    1. Getting to Know Yourself

    2. Knowing What You Want

    3. Getting to Know the Job Market

    4. Getting Ready for a Career

    5. Getting a Job

    6. Keeping Your Career Going

    Source








    answers

    a 5
    b 1
    c 4
    e 6
    f 3
    d 2]]>         <![CDATA[Introductions and the Table of Contents for the NCDA "... monograph ..." community]]> http://lifeworkps.com/lwpsmonograf/weblog/74.html http://lifeworkps.com/lwpsmonograf/weblog/74.html Sun, 12 Feb 2006 18:29:49 GMT


    1. Project management
      1. NCDA Publications submission guidelines

      2. Title and focus of monograph

      3. Tele-conference (None planned)
    2. Creating and submitting the proposal
      1. PDF pre-draft of proposal.

      2. Proposal Schedule and tasks (Please review each time to check your LWPS account)

      3. The post to discuss Finalizing the monograph proposal





    3. 2/28/2006 - Proposal and 2 chapters (by Sally and Marilyn, and Pete) emailed to Mary Ann for review by the NCDA Publications committee


      1. Final proposal - (PDF) and (MS Word .doc)

      2. Pete's chapter - (PDF) and (MS Word .doc) If you have comments, please add them to this post.



    4. Drafting each chapter


      1. The post to discuss and agree on Template for monograph and monograph chapters.

      2. Test run

      3. Checklist before submitting chapters to me for integration and rollup

      4. Final rollup





    5. Creating and submitting the monograph
      1. Final chapter template

      2. Monograph Schedule and tasks (Please review each time to check your LWPS account)

      3. Pre-draft of monograph








    ]]>         <![CDATA[How much detail about each outline should I provide in Section 10 of the monograph proposal?]]> http://lifeworkps.com/lwpsmonograf/weblog/70.html http://lifeworkps.com/lwpsmonograf/weblog/70.html Sun, 12 Feb 2006 15:43:10 GMT http://lifeworkps.com/edwardc/weblog/59.html



    Here is a link to the pre-draft copy of our proposal - http://www.lifeworkps.com/HPH/Pubs/NCDA-Monograph-proposal-LWPS.p (I placed a link to it in the "orange box" to the right)



    Section 10 of the proposal reads "Detailed outline of the product:"



    If everyone's outline is as detailed as Ed's, then the collection of all of our outlines placed in this section 10 will be huge. I won't be able to ask Mary Ann until Tuesday, so I ask you now if you think this is what NCDA wants.



    I'm thinking that just the first level of everyone's outline will be sufficient. Here is what I would submit for Ed's topic.



    Tips For Terrific Teleconferencing

    Edward Anthony Colozzi, Ed.D.

    o Overview

    o Pre-teleconference Logistics

    o Teleconference Day Logistics

    o Evaluation and Follow-up

    o Appendix


    ]]>         <![CDATA[My career-chain]]> http://lifeworkps.com/lwpsmonograf/weblog/44.html http://lifeworkps.com/lwpsmonograf/weblog/44.html Fri, 10 Feb 2006 00:38:08 GMT


    A career-chain is a short list of ONET codes linked by the year you moved from one code to the other.



    Here is my career-chain: (32)15-1021.00(41/61)21-1012.00(10)







    1. At age 32, I became a computer programmer: 15-1021.00 - Computer Programmers

    2. At age 41, I discovered that I wanted to design and build a career planning and job matching system for IBM: 21-1012.00 - Educational, Vocational, and School Counselors

    3. At age 61 (retired) I finally was able to pursue (almost fulltime), my interest in helping people to find their life's work using Internet-based tools.

    4. And on the scale of soul-satisfying work, this has been a ten (10) for me.

    ]]>         <![CDATA[Schedule for the "Value of Virtual CD Communities" monograph]]> http://lifeworkps.com/lwpsmonograf/weblog/40.html http://lifeworkps.com/lwpsmonograf/weblog/40.html Thu, 09 Feb 2006 04:42:18 GMT I talked about the monograph with the Publication Committee today on a phone meeting. If we get the proposal to the committee this month, then we can get it reviewed and voted upon in March. NCDA needs about five months to publish the manuscript, once the final copy is received from the author. If the final copy is completed by May, and edited by June, then there's a good chance it will be published in time for ICDC. I think it is worthwhile to proceed. Even if it is turned down by the committee, it would be of value to publish as an online book (PDF document or other format) and have available to participants at NCDA and ICDC. One of the committee members suggested we add another male to contribute to the monograph. We are looking into a contributor, maybe to discuss implementing a career cybercounseling program at a university.

    Clarification:The proposal and the actual manuscript are two different documents. Pete

    If you have questions or comments about this schedule, click "Comments" below. Is anything missing?



    1. Schedule for the proposal, not the monograph (NCDA monograph proposal submission document - http://www.ncda.org/pdf/2005ProcedureforSubmitting.pdf)


      1. 2/10 - Go to this post http://lifeworkps.com/lwpsmonograf/weblog/47.html to discuss a few sections of the NCDA monograph proposal submission document - http://www.ncda.org/pdf/2005ProcedureforSubmitting.pdf

      2. 2/10 - Get a buddy and indicate who that is in this post - http://lifeworkps.com/lwpsmonograf/weblog/41.html

      3. 2/10 - Make sure you have joined all four (4) communities. Click http://lifeworkps.com/hubbard/weblog/ to see all four, click on each and hit the "join" phrase at the bottom of the "orange box". You will not be able to do most of teh following tassk until you join the "monograph" community.

      4. 2/10 - Read this schedule post and comment you agree or not to this VERY aggressive schedule. We should not do anything else until EVERYONE agrees to proceed. (Ed and Sally agree, so far.)

      5. 2/10 - Assuming we all agree to proceed, review this post http://lifeworkps.com/lwpsmonograf/weblog/29.html and comment to accept your topic, or to offer a new one.

      6. 2/13 - Create a post for your outline and include at least two references, list what you have done to demonstrate the qualifications of those writings,and include any activities or studies. See this post about this last item. See Pete's http://lifeworkps.com/lwpsmonograf/weblog/43.html

      7. 2/14 - While Pete works on the proposal please create your monograph bio. See Pete's - http://lifeworkps.com/lwpsmonograf/weblog/36.html

      8. 2/15 - Please create a My previously authored materials post.

      9. 2/15 - Please read Reviewing, commenting on and finalizing the monograph proposal so Pete can send it to NCDA by 2/27 A link to it also appears in the "orange box" entitled - Finalizing the monograph proposal

      10. 2/20 - Everyone comments on the first draft in this post http://lifeworkps.com/lwpsmonograf/weblog/96.html . Pete works on revisions.

      11. 2/22 - Sally sends her chapter to me. I upload hers and mine and provide a link to them in the "orange box" to the right and in the PDF proposal.

      12. 2/23 - Everyone comments on the final draft in this post http://lifeworkps.com/lwpsmonograf/weblog/96.html . Pete works on final revisions.

      13. 2/24 - Everyone reviews the two chapters and uses this post (link TBA) to add comments (if appropriate).

      14. 2/28 - Pete submits final proposal and links to two chapters to NCDA Publications committee. See this webpage http://www.ncda.org/pdf/2005ProcedureforSubmitting.pdf on proposal content.

      15. 3/22 ? - Proposal reviewers return written evaluations of our proposal.

      16. 4/19 ? - The Publications chair recommends action to the board based on reviewer comments.

      17. ?? - If the proposal is accepted, NCDA HQ completes contractual negotiations with the author.



      If the proposal has been approved, see - Developing and finalizing the monograph



      ]]> <![CDATA[Joy vs happiness (The Wheel of Life)]]> http://lifeworkps.com/lwpsmonograf/weblog/36.html http://lifeworkps.com/lwpsmonograf/weblog/36.html Wed, 08 Feb 2006 13:27:02 GMT

      http://www.lessons4living.com/joy.htm



      #121 - Follow Deepak Chopra's new path to “Happy”



      ]]>