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Why this should be so is less clear, and a source of endless (and often bitter) debate among academics charged with developing appropriate college and university programs. In essence, "learning to program" needs to be put on the back burner until you "learn to solve problems."
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Well yes, it's a matter of breaking the larger task down into a serquence of specific actions that each can be expressed as a program statement. It's also a matter of understanding how to group these actions into meaningful blocks, such as DO loops.
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