Mailman 3 December 2008 - Edu-sig

Clarifying my role @ Pycon for Teachers
by kirby urner Dec. 10, 2008

Dec. 10, 2008

Just to clarify a little more, how I'm envisioning Python for Teachers, in case some of you are thinking about attending: I'm wanting to stay anchored in the Pycon demographic, which is mostly private sector geeks with dependents in many cases, not many high school math teachers or anything close. My premise, then, is I'm a manager type in the Silicon Forest (not a lie) and am surrounded by large organizations that are short on geeks, in terms of having them on board, and don't even know it, because many big business subcultures haven't tuned in any of what we on this list probably take for granted: a thriving geek culture based in open source sharing and free access to tools. There're still stuck in the COBOL world, or even with MUMPS (see my "suMerian" meme, also math-thinking-l). As such a manager, I'm frustrated with the schooling around here, but rather than just whine and complain, I get access to classrooms and start showing off how it might really be done, were those of my breed allowed to interact with the kids (rarely happens, rules prevent -- even though I've been cleared at the state level to work with kids, with fingerprinting and everything, same as any union teacher). But among peers, fellow geeks, this is more just an excuse to tell some company war stories, share Python source, and enjoy the science fiction feeling of being in a culture that *we* had designed, rather than muggles, i.e. those who don't know what SQL means, even after enduring like four years of "mathematics" pre-college (not they're fault -- SQL doesn't make it past the relevance filters, gotta learn more about factoring polynomials, like you'll need on the job (snicker)). What if circus performers designed your gym class? It wouldn't be like it is. What if Pythonistas taught your junior how to program math objects, like vectors and polynomials. Why, he'd grow up employable, ready to rumble, ready for work, maybe without even going to college right away (that could come later, on the company's dime maybe). As a parent, you'd be pleased. Finally, junior is excited about hard fun, programs just for the love of it (pretty freakish). Steve Holden has a very clear sense of the job market as well, what's out there in terms of opportunities, trends. I'm hoping he'll help keep me focused, so if I get too pedantic with the RSA bit (a little group theory, easy Python), or with VPython vectors (rbf.py), he can suggest "too much like a math teacher" (subtle facial cues maybe) and I'll snap out of it. I'm a CEO not some nutty professor, praise Allah, plus I don't plan on doing too much of the talking. The premise of peer programming is peers after all, so I'm more just a guide. Speaking of the job market, I think I said on this list that I'm subscribing to the philosophy that no one geek ever gets to sit on a code pile as the only sole responsible reader and writer thereof. The days of the solo code pile are over, though of course we still have time alone in which to collaborate asynchronously. Kirby Urner 4Dsolutions.net

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Re: [Edu-sig] Programming in High School
by Warren Sande Dec. 10, 2008

Dec. 10, 2008

David MacQuigg wrote: >We need lots of examples where programming is useful to non-programmers. I already mentioned the real estate agent > needing to digest some data from the property appraisers office. For the shop teacher: How about a homeowner wanting > to lay tiles, avoid wastage, and slivers that look bad along the edge. If you know Python, it is quicker to write a little > program than find one, purchase and install it, read the manual, struggle with a bunch of stuff you don't really need, > and maybe not get what you want in the end. I can think of lots of examples in engineering, but they are not ordinary > problems that would seem relevant to high school students. What we need is a collection of relevant problems, > easily solved with a quickie program. These are not so easy to find. For many of these types of problems, creating a spreadsheet is more efficient that writing a program. (Why re-invent the wheel?) One could argue that having more people know how to use Excel is a good thing and goes part of the way to having a population that's more savvy at computers/math/problem-solving. That's another discussion. But the criteria of "relevant problems, easily solved with a quickie program" is tough to meet. Not much gets through that filter. Problems that are relevant and complicated enough to be interesting usually require a moderately complex program to solve them. The non-programmer has to make at least some investment in learning the basics (variables, loops, control structures, operators, lists, I/O) before taking on even the simplest problem-solving using a program. So we need to convince people that it's: a) not that hard and b) worth it. Warren Sande.

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Re: [Edu-sig] Programming in High School
by Warren Sande Dec. 10, 2008

Dec. 10, 2008

Sounds like you are trying to use chaos theory to predict the stock market. I imagine that's been tried. (Maybe it worked, and the programmers are keeping it to themselves and quietly becoming gazillionaires...) ________________________________ From: David MacQuigg <macquigg(a)ece.arizona.edu> To: "edu-sig(a)python.org" <edu-sig(a)python.org> Sent: Wednesday, December 10, 2008 8:08:42 AM Subject: Re: [Edu-sig] Programming in High School >We need lots of examples where programming is useful to non-programmers. I already mentioned the real estate agent needing to digest some data from the property appraisers office. For the shop teacher: How about a homeowner wanting to lay tiles, avoid wastage, and slivers that look bad along the edge. If you know Python, it is quicker to write a little program than find one, purchase and install it, read the manual, struggle with a bunch of stuff you don't really need, and maybe not get what you want in the end. I can think of lots of examples in engineering, but they are not ordinary problems that would seem relevant to high school students. What we need is a collection of relevant problems, easily solved with a quickie program. Here is another suggestion: How about a program to predict stock prices? We'll need maybe 1000 traders, each responding to a dozen random external events. That will gives us a simple random walk around the mean. Now let's make it more interesting. Give each trader a "herding tendency" making it follow more closely what its nearest neighbors are doing. Turn up the "herding coefficient" and watch how it makes the market more erratic, ultimately turning random walk into boom and bust. _______________________________________________ Edu-sig mailing list Edu-sig(a)python.org http://mail.python.org/mailman/listinfo/edu-sig

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Re: [Edu-sig] Programming in High School
by David MacQuigg Dec. 10, 2008

Dec. 10, 2008

>We need lots of examples where programming is useful to non-programmers. I already mentioned the real estate agent needing to digest some data from the property appraisers office. For the shop teacher: How about a homeowner wanting to lay tiles, avoid wastage, and slivers that look bad along the edge. If you know Python, it is quicker to write a little program than find one, purchase and install it, read the manual, struggle with a bunch of stuff you don't really need, and maybe not get what you want in the end. I can think of lots of examples in engineering, but they are not ordinary problems that would seem relevant to high school students. What we need is a collection of relevant problems, easily solved with a quickie program. Here is another suggestion: How about a program to predict stock prices? We'll need maybe 1000 traders, each responding to a dozen random external events. That will gives us a simple random walk around the mean. Now let's make it more interesting. Give each trader a "herding tendency" making it follow more closely what its nearest neighbors are doing. Turn up the "herding coefficient" and watch how it makes the market more erratic, ultimately turning random walk into boom and bust.

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Re: [Edu-sig] Programming in High School
by David MacQuigg Dec. 9, 2008

Dec. 9, 2008

At 06:52 PM 12/8/2008 -0800, Guido van Rossum wrote: >On Mon, Dec 8, 2008 at 5:10 PM, David MacQuigg <macquigg(a)ece.arizona.edu> wrote: >> At 03:30 PM 12/8/2008 -0800, michel paul wrote: >> >>>I think part of the problem in the past has been the misunderstanding about tech jobs getting outsourced. I've heard people say there's no point in becoming a programmer, because all the jobs are going overseas. It's really kind of silly. >> >> Stated that way, it does seem circular. I've heard it stated more convincingly by an EE prof to a class of undergrads. "If you go into engineering, you will be facing layoffs." Imagine the effect of that expectation on smart students who see their buddies going into law or medicine, and getting more pay and more respect than engineers. It's no wonder there are almost no US students in our graduate classes. I've thought about what I would have said to those students. It would be more like "If money is your major motivation, find another profession. If technology is in your blood, stay with it. Learn everything you can. The money will come out OK." > >I read this as: Engineering is something where mediocrity doesn't pay. >Doctors and lawyers are like cobblers, their output is limited by the >number of hours they can work, so there is room for good solid workers >who aren't particularly innovative. Engineering at its best is not >like that at all. It's a field whose main *point* is to make manual >labor redundant. Good engineers do their work because it's their >passion. The rest... Well they can always try to earn a living >cranking out Java code. ;-) I'm a bit uncomfortable with the idea that engineering is a field where only the brightest should feel comfortable. There is plenty of need for good solid workers, and I would like to see our schools and our economy support that. If we outsource the grunt work, and hope to keep just the top geniuses employed, eventually we lose the top also. I remember in the 80's thinking the Japanese could never catch up with us in circuit design. They just didn't have the creative spark. It wasn't in their culture. >> We need a shocker like Sputnik. > >There won't be one. History doesn't repeat itself that literally. Each >crisis is fundamentally different, because each time we've learned >from the last one. Yet we seem to repeat one bubble after another, and all that changes is the specific investment, stocks one time, real estate the next, then back to stocks again, with a slightly different story, so what we learned from the last one doesn't apply. I guess we did learn something from the tulip bubble. We'll never fall for that one again! Orchids, maybe, but never tulips! :>) Maybe instead of Sputnik, it will be a cyber attack. I know some smart folks who are taking that threat seriously. I find it hard to believe. We do need a wake-up call, but one that doesn't cause any real damage. >> Maybe this economic crisis will do it. It's not as directly related to technical education as was Sputnik, and it may be even tougher to spend money on education now than it was in 1957, but consider the alternative. What will we have to offer our trading partners. Not manufacturing. Not intellectual work. Real estate? > >I disagree that we have no intellectual work to offer. Most outsourced >work I have witnessed first-hand is poorly done. Yes, if your primary >skill is J2EE, you should be afraid, very afraid. (Or Perl, if the geo >data shown by Google trends is any indication. :-) OTOH if you have a >passion for inventing great engineering solutions, the USA is still >the place to be. unless your passion is consumer electronics. I wonder how long it will be before India is the place to be in Computer Science. >I think it's fine that engineering isn't the job creation engine that >people once thought it might be. It's a place where the best and >brightest shine. In the dot-com times everyone dropped out of whatever >they were doing and suddenly became a web designer. Of course, those >were most eagerly hired by dot-bombs, and the first to lose their >jobs. The root cause here was bubble think, not too many people wanting to work in technology. What ever happened to the original enthusiasm with Computer Programming for Everyone? If everyone with a high school diploma knew how to write a simple program, not only would we be more productive, but we would understand the world better. Instead of loose talk and isolated numbers, the news would show us charts. The general public, not just experts, would have seen the very obvious bubble growing in the housing market, and could see now where we are on the down side. What if the average real estate agent could show me the price trends on property similar to what I am looking at. Instead, I have to dig out the data myself, and plot it in Excel. Then when I show her the result, she still doesn't see the significance. What if the general public (and our candidates) clearly understood the difference between religious belief and scientific fact. Well, maybe that's too much to expect from a course in programming, but it would be a step in the right direction. (Some would say the wrong direction. Maybe that is one more reason to add to our list.) >> I have high hopes we will come to our senses. A year ago, I had almost everything in commodities. Now I am switching back to stocks. I just hope I can ride it out. > >I don't get the connection. But maybe this is just your way of hinting >that you are in it for the money. Sorry for being obscure. I was trying to emphasize that I am more optimistic now than I was a year ago. Commodities were a hedge against the economic disaster I thought was coming. The real estate collapse may have actually saved us from that disaster. Stocks are faith in the future. I trade to make money (or avoid losing it). I do engineering because I love the work, even when I don't get paid for it. -- David MacQuigg (http://purl.net/macquigg)

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Re: [Edu-sig] Programming in High School
by Andy Judkis Dec. 8, 2008

Dec. 8, 2008

Well, I'm a high school teacher, and today we started to learn about programming in my 10th grade "Principles of Computer Technology" class. I tell them that we do it because it's a good intellectual skill to develop, it builds their problem solving and critical thinking abilities, it's fun, and they might be able to use it someday. We start off with RUR-PLE, which I've been using with great success for several years now. I don't try to turn them into programmers -- I just try to diminish their utter clueless about how programming works, and give them a sense of the possibilities. I would like the handful who might want to pursue it to have a good first exposure to it, of course. I'm always hoping that someone will really take to it, and come back and show me cool things that they've done on their own, but so far (four years now, about 300 kids) it hasn't happened once. I really do worry about the world that these kids are going into, and what kinds of opportunities they're going to have. As Guido implies, the really sharp ones will thrive, but what about the rest of them/us? My best advice to them is to stay out of debt, and not expect to be as wealthy as their parents. I hope that they can find something that they care about to do for a living, and that that will be enough. Demographics, deficits, and environmental concerns are just going to make their lives tougher. Their real problems are not going to be solved because they learned Python instead of Java. - Andy

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Re: [Edu-sig] Programming in High School
by David MacQuigg Dec. 8, 2008

Dec. 8, 2008

At 03:30 PM 12/8/2008 -0800, michel paul wrote: >David: >>>What I would like to see is a discussion of *why* there is not more teaching of programming in high school. > >I think part of the problem in the past has been the misunderstanding about tech jobs getting outsourced. I've heard people say there's no point in becoming a programmer, because all the jobs are going overseas. It's really kind of silly. Stated that way, it does seem circular. I've heard it stated more convincingly by an EE prof to a class of undergrads. "If you go into engineering, you will be facing layoffs." Imagine the effect of that expectation on smart students who see their buddies going into law or medicine, and getting more pay and more respect than engineers. It's no wonder there are almost no US students in our graduate classes. I've thought about what I would have said to those students. It would be more like "If money is your major motivation, find another profession. If technology is in your blood, stay with it. Learn everything you can. The money will come out OK." We need a shocker like Sputnik. Maybe this economic crisis will do it. It's not as directly related to technical education as was Sputnik, and it may be even tougher to spend money on education now than it was in 1957, but consider the alternative. What will we have to offer our trading partners. Not manufacturing. Not intellectual work. Real estate? I have high hopes we will come to our senses. A year ago, I had almost everything in commodities. Now I am switching back to stocks. I just hope I can ride it out.

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Re: [Edu-sig] Programming in High School
by David MacQuigg Dec. 8, 2008

Dec. 8, 2008

At 08:22 AM 12/8/2008 -0800, kirby urner wrote: >I think you're spot on about the "advantage over the poor" thing, as our stronger public schools have a parent base that will fund and support Linux labs, I've also heard the argument that most kids will never be programmers ... missing the point that the important learning experience is a way of thinking, not the skill at a particular language. You never know when a poor kid might become somebody important. >... >I guess my advice to the Obama team would be to avoid any "one size fits all" attempts to converge to some "national curriculum" like many do in Europe. Each of the 50 states needs breathing room and none of them need Washington DC to be bossing them around like they're slaves of some central know-it-all. We're a Federation, and this was never a monarchy. I wonder if Obama has any ability in computer thinking. He will need it if he is going to referee all the experts he has swarming around him. I see some underlings in the Department of Homeland Security, frustrated after years of laissez-fair, have formed an Internet Security Alliance, and are pushing for major involvement by the Feds. This could be good if Obama understands what they are saying, or bad if he can't distinguish between good advice and glib nonsense. Let's hope Vint Cerf can keep him on the right track. >On Mon, Dec 8, 2008 at 6:57 AM, David MacQuigg <<mailto:macquigg@ece.arizona.edu>macquigg(a)ece.arizona.edu> wrote: >>Kirby, >> >>This is very well written appeal, but in this mailing list, you may be preaching to the choir. What I would like to see is a discussion of *why* there is not more teaching of programming in high school. I can't seem to get an answer from the few high-school teachers and students I have asked. I suspect it has something to do with requiring all kids to have their own computers, not wanting the rich to have an advantage over the poor, etc. I've thought about teaching high school myself, but the bureaucracy seems overwhelming. >> >>At 11:37 AM 12/6/2008 -0800, kirby urner wrote: >> >>>... >>> >>>As such a manager, I'm frustrated with the schooling around here, but rather than just whine and complain, I get access to classrooms and start showing off how it might really be done, were those of my breed allowed to interact with the kids (rarely happens, rules prevent -- even though I've been cleared at the state level to work with kids, with fingerprinting and everything, same as any union teacher). >>> >>>But among peers, fellow geeks, this is more just an excuse to tell some company war stories, share Python source, and enjoy the science fiction feeling of being in a culture that *we* had designed, rather than muggles, i.e. those who don't know what SQL means, even after enduring like four years of "mathematics" pre-college (not they're fault -- SQL doesn't make it past the relevance filters, gotta learn more about factoring polynomials, like you'll need on the job (snicker)). >>> >>>What if circus performers designed your gym class? It wouldn't be like it is. What if Pythonistas taught your junior how to program math objects, like vectors and polynomials. Why, he'd grow up employable, ready to rumble, ready for work, maybe without even going to college right away (that could come later, on the company's dime maybe). As a parent, you'd be pleased. Finally, junior is excited about hard fun, programs just for the love of it (pretty freakish). >>> >>>... >>> >>>Kirby Urner >>>4Dsolutions.net

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another Rich Data Structure (Pythonic)
by kirby urner Dec. 4, 2008

Dec. 4, 2008

In commemoration of Python 3.0's official final release, just 3 or so hours ago, I append a Python 3.0 program. OK, so it's really just a dictionary with a new style print statement, so runs in 2.x just as easily (change the print statement). Plus it's all Latin-1 so that's not really so futuristic either. Some relevant futurism here: http://mybizmo.blogspot.com/2008/12/teacher-resources.html BTW, looks interesting: http://sourceforge.net/projects/improsculpt/ Python rocks, Kirby #!/bin/python3.0 navams = {"Kiowa Apache":[("Anadarko", "OK", 1913)], "Jicarilla Apache":[("Jicarilla Res","NM", 1913)], "Mescalero Apache":[("Mescalero Apache Res","NM", 1913)], "San Carlos Apache":[("San Carlos Res", "AZ", 1913)], "White Mountain Apache":[("San Carlos Res", "AZ", 1913)], "Arapaho":[("El Reno", "OK", 1913),("Wind River Res", "WY", 1913)], "Arikara":[("Elbowoods, Fort Berthold Res", "ND", 1913)], "Assiniboine": [("Crow Reservation", "MT", 1909), ("Harlem, Fort Belknap Res", "MT", 1913), ("Poplar, Fort Peck Res", "MT", 1913)], "Bannock":[("Fort Hall Res", "ID", 1913)], "Blackfoot":[("Crow Res", "MT", 1908), ("Crow Res", "MT", 1909), ("Browning, Blackfoot Res", "MT", 1913), ("Spokane", "WA", 1913)], "Blood":[("Browning, Blackfoot Res", "MT", 1913)], "Piegan":[("Browning, Blackfoot Res", "MT", 1913)], "Cahuilla":[("Banning, Mission Indians Res", "CA", 1913)], "Caddo":[("Anadarko", "OK", 1913)], "Cayuse":[("Pendleton, Umatilla Res", "OR",1913)], "Cherokee":[("Tahlequah", "OK", 1913)], "Chewella":[("Spokane, Colville Res", "WA",1913)], "Cheyenne":[("Crow Res", "MT", 1908), ("Crow Res", "MT", 1909)], "Northern Cheyenne": [("Lame Deer, Tongue River Res", "MT", 1913)], "Southern Cheyenne": [("Crow Res", "MT", 1909), ("El Reno", "OK", 1913)], "Chickasaw": [("Tishomingo", "OK",1913)], "Chippewa": [("Browning, Blackfoot Res", "MT", 1913), ("Long Lake Res", "MN", 1913), ("White Earth, White Earth Res", "MN", 1913), ("Ashland, Bad River Res", "WI", 1913)], "Lac Courte D' Oreille": [("Ashland, Bad River Res","WI", 1913)], "Lac Du Flambeau": [("Ashland", "Bad River Res", "WI",1913)], "Leech lake Chippewa": [("Omigum, Leech Lake Res", "MN", 1913)], "Red Cliff Chippewa": [("Ashland, Bad River Res", "WI", 1913)], "Red Lake Chippewa": [("Omigum, Leech Lake Res", "MN", 1913)], "Turtle Mountain": [("Devil's Lake Res", "ND", 1913)], "Choctaw": [("Tuskahoma", "OK", 1913)], "Coeur D'Alene": [("Tekoa", "WA", 1913), ("Spokane, Spokane Res", "WA",1913)], "Shasta": [("Warm Springs Res", "OR", 1913)], "Comanche": [("Crow Res", "MT", 1909), ("Anadarko", "OK", 1913)], "Concow": [("Convola, Round Valley Res", "CA", 1913)], "Creek": [("Okmulgee", "OK", 1913)], "Crow": [("Crow Res", "MT", 1909), ("Crow Res", "MT", 1913)], "Delaware": [("Anadarko", "OK", 1913)], "Flathead": [("Spokane, Flathead Res", "WA", 1913), ("Jocko, Flathead Res", "MT", 1913), ("Ravalli, Flathead Res", "MT")], "Gros Ventre": [("Crow Res", "MT", 1909), ("Harlem, Fort Belknap Res", "MT", 1913)], "Havasupai": [("Cataract Canyon, Havasupai Res, Grand Canyon", "AZ", 1913)], "Hidatsa": [("Elbowoods, Fort Berthold Res","ND", 1913)], "Hoh": [("Neah Bay, Makah Reservation", "WA", 1913)], "Hoopa": [("Hoopa Valley Res", "CA", 1913)], "Hopi": [("Hopi Res", "AZ", 1913)], "Cayuga": [("Cattanaugus Res", "NY", 1913), ("Alleghany Res", "NY", 1913)], "Mohawk": [("Hogansburg, St. Regis Res", "NY", 1913)], "Oneida": [("Oneida, Oneida Res", "WI",1913)], "Onondaga": [("Syracuse, Omondaga Res", "NY", 1913)], "Seneca": [("Akron, Tonawanda Res", "NY", 1913), ("Cattaraugus Res", "NY", 1913), ("Alleghany Res", "NY", 1913), ("Thomas Indian School, Cattaraugus Res, Salamanca", "NY", 1913)], "Tuscarora": [("Niagara, Tuscarora Res", "NY", 1913)], "Kalapuya": [("Siletz, Siletz Res", "OR", 1913)], "Kalispel": [("Spokane, Kalispel Res", "WA", 1913)], "Kansa": [("Otoe","OK", 1913)], "Kickapoo": [("Shawnee", "OK", 1913)], "Kiowa": [("Crow Res", "MT", 1909), ("Anadarko, OK", 1913)], "Klamath": [("Hoopa Valley Res", "CA", 1913)], "Klamath Falls": [("Klamath Res", "OR", 1913)], "Kootenai": [("Jocko, Flathead Res", "MT", 1913)], "La Jolla": [("Banning, Mission Indians Res", "CA", 1913)], "Lake": [("Davenport, Colville Res", "WA", 1913)], "Lemmi": [("Ft. Hall, Ft. Hall Res", "ID", 1913)], "Makah": [("Neah Bay, Makah Res", "WA", 1913)], "Mandan":[("Elbowoods, Fort Berthold Res", "ND", 1913)], "Maricopa": [("Sacaton, Gila Res", "AZ", 1913)], "Martinez": [("Banning, Mission Indians Res", "CA", 1913)], "Menominee": [("Neopit, Menominee Res", "WI",1913)], "Mesa Grande": [("Banning, Mission Indians Res","CA", 1913)], "Mission Indians": [("Banning, Mission Indians Res", "CA", 1913)], "Moallalla": [("Siletz, Siletz Res", "OR", 1913)], "Modoc": [("Klamath Falls, Klamath Res","OR", 1913)], "Mojave":[("Crow Res", "MT",1909), ("Parker, Mojave Res", "AZ",1913)], "Morongo":[("Banning, Mission Indians Res", "CA",1913), ("Covolo, Round Valley Res", "CA")], "Navajo": [("Ganado, Navajo Res", "AZ",1913)], "Nes Pelem": [("Spokane, Spokane Res", "WA", 1913)], "Nez Perce": [("Lapwai, Nez Perce Res", "ID", 1913)], "Spokane": [("Spokane Res", "WA", 1913)], "Nisqualli": [("Tulalip, Tulalip Res","WA",1913)], "Nomelackie":[("Covalo, Round Valley Res", "CA", 1913)], "Okanagon": [("Davenport, Colville Res", "WA",1913)], "Omaha": [("Winnebago, Winnebago Res", "NE", 1913)], "Osage": [("Pawhuska, Osage Res", "OK", 1913)], "Osetto": [("Neah Bay, Makah Res", "WA", 1913)], "Otoe-Missouri": [("Otoe", "OK", 1913)], "Paiute": [("Klamath Res", "OR", 1913), ("Warm Springs Res", "OR", 1913)], "Pala Mission": [("Pala", "CA", 1913), ("Pauma Res", "CA")], "Papago": [("San Xavier Res","AZ",1913), ("Sacaton, Gila River Res","AZ",1913)], "Pawnee": [("Pawnee", "OK", 1913)], "Pechango": [("Pala", "CA", 1913)], "Pima": [("Sacaton, Gila River Res", "AZ", 1913)], "Pitt River": [("Covolo, Round Valley Res", "CA", 1913), ("Klamath Res", "OR", 1913)], "Ponca": [("Otoe", "OK", 1913)], "Potowatomie": [("Shawnee", "OK", 1913)], "Pueblo": [("Santa Fe", "NM", 1913)], "Acoma": [("Acoma Res", "NM", 1913)], "Isleta": [("Isleta Res", "NM", 1913)], "Laguna": [("Casa Blanca, Laguna Res", "NM", 1913)], "Nambe": [("Santa Fe", "NM", 1913)], "San Idlefonso": [("Santa Fe", "NM", 1913)], "San Juan": [("Santa Fe", "NM", 1913)], "Santa Clara": [("Santa Fe", "NM", 1913)], "Taos": [("Taos", "NM", 1913)], "Tesuque": [("Santa Fe", "NM", 1913)], "Puyallup": [("Tacoma", "WA", 1913)], "Quileute": [("Neah Bay, Makah Res", "WA", 1859)], "Redwood": [("Covolo, Round Valley Res", "CA", 1913)], "Rincon": [("Banning, Mission Indian Res", "CA", 1913)], "Sac and Fox": [("Shawnee", "OK", 1913)], "Salt River": [("Sacaton, Gila River Res", "AZ", 1913)], "San Poil": [("Spokane, Colville Res", "WA", 1913)], "Salish": [("Jocko, Flathead Res", "MT", 1913)], "Seminole": [("Wewoka", "OK", 1913)], "Serano": [("Banning, Mission Indians Res", "CA", 1913)], "Shasta": [("Siletz, Siletz Res", "OR", 1913)], "Shawnee": [("Shawnee", "OK", 1913)], "Shinnecock": [("South Hampton, Long Island", "NY", 1913)], "Shoshone": [("Wind River, Wind River Res", "WY", 1913), ("Fort Hall, Fort Hall Res", "ID")], "Siletz": [("Siletz Res", "OR", 1913)], "Blackfeet": [("Fort Yates, Standing Rock Res", "ND", 1913)], "Lower Brul": [("Rosebud, Rosebud Res", "SD",1913)], "Cheyenne River": [("Crow Res", "MT", 1909)], "Cut Head": [("Devil's Lake Res", "ND", 1913)], "Devil's Lake": [("Devil's Lake Res", "ND", 1913)], "Hunkpapa": [("Fort Yates, Standing Rock Res", "ND", 1913)], "Miniconjou": [("Cheyenne River Res", "SD", 1913)], "Oglala": [ ("Crow Res", "MT", 1909), ("Pine Ridge, Pine Ridge Res", "SD", 1913), ("Pine Ridge, Pine Ridge Res", "SD", 1920)], "Crow Creek Band": [("Southern Yankton, Crow Res", "MT", 1909)], "Southern Yankton": [("Crow Res", "MT", 1909)], "Sisseton": [("Devil's Lake Res", "ND", 1913)], "Wahpeton": [("Devil's Lake Res", "ND", 1913)], "Yankton Sioux": [("Poplar, Fort Peck Res", "MT", 1913), ("Fort Yates, Standing Rock Res", "ND", 1913)], "Yanktonai Sioux": [("Poplar, Fort peck Res", "MT", 1913), ("Fort Yates, Standing Rock Res", "ND", 1913), ("Crow Creek Res","SD", 1913), ("Greenwood, Yanktonai Sioux Res", "SD", 1913), ("Poplar, Fort Peck Res", "MT")], "Lower Yanktonai": [("Fort Yates, Standing Rock Res", "ND", 1913), ("Crow Creek Res", "SD", 1913)], "Skyomish": [("Tulalip, Tulalip Res", "WA", 1913)], "Snohomish": [("Tulalip, Tulalip Res", "WA", 1913)], "Snoqualmie": [("Tulalip, Tulalip Res", "WA", 1913)], "Soboba": [("Banning, Mission Indians Res", "CA",1913)], "Spokane": [("Spokane, Spokane Res", "WA",1913)], "Stillaguamish": [("Arlington, Stillaguamish Res", "WA", 1976)], "Stockbridge": [("Neopit, Menominee Res", "WI",1913)], "Suquamish": [("Fort Madison, Suquamish Res", "WA",1913)], "Tulalip": [("Tulalip", "WA", 1913)], "Uintah": [("Fort Duchesne, Uintah & Ouray Res", "UT", 1913)], "Umatilla": [("Crow Res", "MT", 1909), ("Pendleton, Umatilla Res", "OR",1913)], "Uncompagre": [("Fort Duchesne, Uintah And Ouray Res", "UT",1913)], "Southern Ute": [("Ignacio", "CO", 1913)], "Walla Walla": [("Pendleton, Umatilla Res", "OR", 1913)], "Wasco": [("Warm Springs, Warm Springs Res", "OR", 1913)], "Winnebago": [("Winnebago, Winnebago Res", "NE", 1913)], "Wichita": [("Anadarko", "OK", 1913)], "Wylackie": [("Covolo, Round Valley Res", "CA", 1913)], "Yahi": [("Yana, San Francisco", "CA", 1913)], "Yakima": [("North Yakima", "WA", 1859)], "Yuma": [("Yuma, Yuma Res", "CA", 1913)]} def test(): print(navams['Stillaguamish']) if __name__ == "__main__": test()

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Python for Teachers approved, woo hoo
by kirby urner Dec. 1, 2008

Dec. 1, 2008

So I just learned we've gotten a green light for Python for Teachers already. I've started circulating promotional materials already: http://mathforum.org/kb/thread.jspa?threadID=1863073&tstart=0 Kirby PS: anyone have one of these Acers? Good deal? Ubuntu even? http://www.flickr.com/photos/17157315@N00/3070254912/ (might recommend to students, then there's the HP for $100 more -- same Photostream).

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