Mailman 3 August 2018 - Edu-sig

a short essay about programming
by kirby urner 08 Dec '22

08 Dec '22

A common "error" (not too serious) that I see in beginning Python (and no doubt other languages, but Python is the one I'm teaching), is having a while condition that appears to put a lid on things, but then the flow all leaks away through break statements, such that the "front door" condition is never revisited. while guess != secret: guess = int(input("Guess?: ") if guess == secret: print("You guessed it!") break else: print("Nope, try again...") What's messed up about the above code is you never really go back to the top in the case where you'd get to leave. Rather, you exit by the back door, through break. So in that case, wouldn't have been simpler and more elegant, even more "correct" (dare I say it) to have gone: while True: # no ifs ands or buts guess = int(input("Guess?: ") if guess == secret: print("You guessed it!") break else: print("Nope, try again...") I see lots of heads nodding, and that could be the end of the matter, but then a next question arises: wouldn't this also be a more correct solution?: while guess != secret: guess = int(input("Guess?: ") if guess == secret: print("You guessed it!") continue # instead of break else: print("Nope, try again...") We're back to having a variable while condition, not a boolean constant, but this time we actually exit by means of it, thanks to continue or... while guess != secret: guess = int(input("Guess?: ") if guess == secret: print("You guessed it!") else: print("Nope, try again...") ... thanks to no continue. This last one is getting a thumbs up, but then I'd pause here and say "continue" can be easier on the eyes. It's unambiguous where it takes you, in contrast to having to scan on down the gauntlet, looking for possibly other open doors. "What happens next" should not require scanning ahead too far. Help us not to get lost. Be a civic-minded coder. I'm thinking of a programming style that advises two things: (a) if you use a while condition that's variable, that's expected to change, then your goal should be to always exit because of that, i.e. that should be your only exit point. Even if some other criterion suggests exiting, you have the option to flip that "lid" at the top, to crack that front door, and bounce the ball out. (b) which is why 'continue' is your friend. You are showing the user where your 'break' statements are, except you don't use "break" statements, as you've given a non-constant condition, and your aim is to make that your ONLY exit point. In short: never use break to exit a while loop unless your condition is while True. Instead, always flip the condition and exit through the font door. However, as soon as I make that rule I can think of good reasons to break it. The other programmers in the room are shaking their heads. Won't we lose information, needed elsewhere in the program, if we "artificially" force a True condition to False. Aren't we, in effect, lying? That concern could be addressed. Keep all the info true, just treat the "lid condition" (it "keeps a lid on it") as a flag. Go ahead and remember the user's guess. allowed = 5 tries = 1 exit = False while not exit: # no other way out guess = int(input("Guess?: ") if guess == secret: print("You guessed it!") exit = True # instead of break continue print("Nope, try again...") tries += 1 if tries == allowed: print("You've maxed out") exit = True continue I think we all understand the main issue: writing reader-friendly code, and rules for doing so. There's something comforting about approaching a while loop and knowing its not a leaky sieve, riddled with back doors, maybe even an exit( ) time bomb. But in the recursion world we want a minimum of two exits usually: when another round is called for versus when we've "hit bottom". Can we have it both ways? Conclusions: Lets not be too hasty with rules of thumb and: Lets keep the reader in mind when writing code. Just because the interpreter knows to compute the flow unambiguously, doesn't mean all ways of writing it are equally reader-friendly. What may seem a gratuitous gesture, an unnecessary flourish, may actually promote reader comprehension of your code, and that should be a goal as much as satisfying the interpreter. Kirby

8 17

MineCraft with Python
by Jurgis Pralgauskis 03 Dec '22

03 Dec '22

Hi, intro: many kids like MineCraft :) probably you know/heared of MineCraft Pi https://www.raspberrypi.org/learning/getting-started-with-minecraft-pi/ But there seems to be Py for real MC http://coderdojotc.readthedocs.io/projects/python-minecraft/en/latest/ http://www.instructables.com/id/Python-coding-for-Minecraft/ PS.: a nice article (from js4MC world) https://github.com/walterhiggins/ScriptCraft/blob/master/docs/YoungPersonsG… -- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt

6 6

REQ: HOWTO mailing lists resources
by Wes Turner 24 Sep '18

24 Sep '18

What are some good resources for learning how to mailing list? Was: "Re: [Edu-sig] Python teacher notes, preparing for class..." On Thursday, August 30, 2018, Wes Turner <wes.turner(a)gmail.com> wrote: > Mailing list tips and tricks, PEPs, Write the Docs > > Since you asked, although this isn't in scope of the original subject > line, and since I'd like to just continue this thread instead of breaking > the thread by changing the subject line, and since this isn't technically > OT (off-topic) in the interest of conversing toward an objective, here I've > added a first-line summary of this message. I should probably change the > subject and start a new thread. > > You can search mailing lists in a number of ways: > > - Google search with "site:mail.python.org" and/or "inurl:" queries > https://www.google.com/search?q=site%3Amail.python.org > (inurl doesn't match mm3-migrated lists too) > > - Google Groups, if the list is set up there too > > - Gmail "list:python.org" queries > - This doesn't find messages that you didn't receive because you weren't > subscribed yet. > > - "from:list@mail.python.org" queries > - This doesn't find messages that you didn't receive because you weren't > subscribed yet. > > - Markmail "list:org.python.edu-sig" queries > https://markmail.org/search/?q=list%3Aorg.python > https://markmail.org/search/?q=list%3Aorg.python.edu-sig > > The Python mailing lists aren't yet all upgraded to mailman 3 (/mm3/ > URLs); so some lists have the classic mailman archive interface (where "by > thread" breaks at the month boundary, for example) and upgraded lists have > the new Django-based HyperKitty interface with e.g. search and a full > thread view. > > With mm3, it's also possible to reply to threads you didn't receive > because you weren't subscribed at the time. > > e.g. -- for example > i.e. -- that is > (List of acronyms OTOH/OTOMH) > > Reply-all is unnecessary, but often helpful. If you just click reply, it > may be addressed off-list to only the sender (and not the list email > address, which is what you want if you want the mailing list app to archive > for and relay the message to every subscriber). If that happens, you (or > the recipient) can forward the message to the list, but it'll be > unnecessarily quote-indented unless you just copy and paste (which can be > lossy with HTML quote indents inferred from plaintext-quoted lines that > start with '>'), so it pays to verify the to: field before you start > composing a message. > > Some old hands argue for like 72 character fixed width messages so that > when they're n-levels quote-indented, they still fit on an 80 character > terminal without rewrapping. Old-school email clients like mutt, for > example, can handle this; > though, on a phone, fixed width hard-broken lines > wrap like > this sometimes; which is not as easy to read. > > TL;DR (too long; didn't read) is an acronym of Reddit; though the standard > form of intro summary, body, conclusion summary is equally helpful for > long-form mailing list posts. Many email clients show the first part of the > first line of the message after the overly-long narrowly descriptive > subject line that doesn't actually describe the scope of the discussion > anymore. > > For Python features, the ultimate objective is to write or develop a PEP. > There is a PEP template here: > https://www.python.org/dev/peps/pep-0012/ > https://github.com/python/peps/blob/master/pep-0012.rst > > PEP 1 explains PEPs: > "PEP 1 -- PEP Purpose and Guidelines" > https://www.python.org/dev/peps/pep-0001/ > https://github.com/python/peps/blob/master/pep-0001.txt > > PEPs must be justified (as indicated by the Rationale heading in the PEP > template); so starting with a justification is a good approach to arguing > that you need the whole list's time before you spend your precious time > writing an actual PEP like actual contributors do sometimes (when they're > getting actual work done). > > Bug and issue discussions are for the issue tracker (Roundup), though > sometimes it's a really good idea to ask a list for help and feedback. > > Mailing lists don't support ReStructuredText, but docs, docstrings, and > PEPs do; so it's perfectly reasonable -- even advisable, though not at all > strictly necessary -- to format mailing list messages that would be helpful > for those purposes in reStructuredText from the start. By the time you've > added RST setext headings, you might as well be collaboratively drafting a > PEP. > > Though it doesn't happen nearly frequently enough, it's often really > helpful to update the docs with wisdom culled from the mailing lists (and > Q&A sites which have labels). > > "6. Helping with Documentation¶" > https://devguide.python.org/docquality/ > > "7. Documenting Python¶" > https://devguide.python.org/documenting/ > > The ultimate source of Python documentation (an often-cited strength of > Python as a language choice): > https://github.com/python/cpython/tree/master/Doc > > "16. Accepting Pull Requests¶" > https://devguide.python.org/committing/ > > > > On Thursday, August 30, 2018, Wes Turner <wes.turner(a)gmail.com> wrote: > >> >> >> On Thursday, August 30, 2018, kirby urner <kirby.urner(a)gmail.com> wrote: >>> >>> >>> Thanks. Yes, I'll add some links to the docs as you suggest. Great >>> feedback! >>> >> >> Glad to be helpful. >> >> I've trimmed out the text I'm not replying to and tried to use plaintext >> only in order to: make sure the thread stays below the 40K limit, and make >> it easy to reply inline without breaking HTML tags. >> >> >>> >>> Actually as part of my class I'm showing them edu-sig and other >>> python.org lists, so we were actually viewing this conversation. I'll >>> extend that to showing your corrections, as I want to demonstrate how the >>> Python community all teaches each other, is friendly and so on. >>> >> >> Code review with pull requests / merge requests and GitHub, Gerrit, >> GitLab etc is an essential skill. >> >> Src: https://github.com/jupyter/nbdime >> Docs: https://nbdime.readthedocs.io/ >> >> > nbdime provides tools for diffing and merging of Jupyter Notebooks. >> >> There are a number of real-time collaborative platforms for working with >> notebooks (CoCalc, Colab, ) >> >> https://hypothes.is highlights and annotations work on anything with a >> URL, are threaded, and support Markdown. >> >> >>> >>> Kirby >>> >>>

2 6

Editors/IDEs for teaching
by Andre Roberge 14 Sep '18

14 Sep '18

Hi everyone, I'm compiling a list of available editors for Python designed specifically for teaching, with information about the primary targeted audiences and would welcome your comments and/or suggestions for additions or corrections. So far, I have Target audience (my own draft definition; feel free to improve upon this): * young learners (elementary and high school students) * hobbyists - beginners of all ages learning on their own * CS 100 course: elective course targeted at non CS (or even non STEM) students. The focus is more on concepts, using Python as the practical tool to learn these concepts, rather than learning the Pythonic idioms or learning the effectiveness of various algorithms. For example, list comprehensions would likely not be covered in such a course as it does not add anything conceptually to an explicit for loop. * CS 101 course: core course in CS meant as a requirement for future courses. Some pythonic idioms and details about algorithms would likely be covered. Editors / IDEs : * IDLE: included with Python. Intended for everyone. * Mu (https://codewith.mu/). Primarily intended for young learners and hobbyists. * Thonny. (http://thonny.org/) I am guessing that it is primarily intended for CS 101. * Wing 101 (https://wingware.com/downloads/wingide-101) Primarily intended for CS 101. * PyCharm Edu (https://www.jetbrains.com/pycharm-edu/) Primarily intended for CS 101. I am not looking for web-based solutions [otherwise, I would have had included Reeborg's World ;-)] and do not want to include obsolete or no longer maintained software (like rur-ple, the precursor to Reeborg's World.) Best, André

9 19

Python teacher notes, preparing for class...
by kirby urner 30 Aug '18

30 Aug '18

My flight plan for sharing Python this evening, adult audience, real time in cyberspace, includes going backstage to survey the Python for Developers view. That will mean optionally cloning the Github site that's mainly a Sphinx HTML document about how to participate in Python's evolution. https://github.com/python/devguide (show how Sphinx works) I don't plan on actually compiling Python tonight, but we'll be right where one needs to be to learn how. Just looking at the issues tracker (first time) and PEPs (again) will inspire students with how well-oiled a machine is the Python "sausage making" factory. In my estimation, a well-rounded knowledge of Python includes understanding how to make one's own decorators and context managers. The following categories of type should also be made clear: * Mutable vs Immutable * Callable vs not * Collections: Sequences vs Mappings * Iterator vs Iterable * Generator as Iterator * Context Manager * Descriptor We recognize these types based on the assortment of "__ribs__" (special names) they contain e.g. callables have __call__, mutables support __setitem__, iterators have __next__, context managers __enter__ and __exit__, Descriptors __fget__, __fset__ and so on. We're like bird watcher with binoculars, identifying species based on these tell-tale characteristics (APIs). A grand synthesis involves using the @contextmanager decorator from contextlib to turn a generator into a context manager. That's a high point (summit) in my curriculum. The Descriptor concept works in tandem with decorator syntax to bring us the @property type. I use a "magic circle" type for properties, meaning you can set radius or circumference or area of a Circle, and the other two attributes reset automatically. I believe Raymond Hettinger uses the same approach. One of my most computer sciency types is the Permutation class, with many soft links to Group Theory. My P class randomly generates a dict with [a-z] plus space (' ') mapped to the same set, keys to values in a different order. I have voluminous writings on how one might use this class to explore elementary group theory on math-teach @ Math Forum, public archives, no longer open to new comments. https://repl.it/@kurner/Permutations http://mathforum.org/kb/message.jspa?messageID=10227508 https://github.com/4dsolutions/Python5/blob/master/Permutations.ipynb Kirby

2 7

Diversity and Inclusion in Data Science to the Environmental Sciences
by Jacqueline Kazil 24 Aug '18

24 Aug '18

There might be some people on this list interested in this event. I hope to see some of you apply for a spot! Please email Alycia, cc-ed on this post if you have questions! Cheers, -Jackie -------------------------------------------------------------------------------------------------- NSF INCLUDES CONFERENCE: Bringing Conversations on Diversity and Inclusion in Data Science to the Environmental Sciences April 2-4, 2019 Boulder, Colorado Growth in large ecological datasets and large environmental synthesis projects has resulted in the need for a diverse workforce with technical data science skills. A variety of organizations support underrepresented groups entering the data science field through training, mentoring, and networking opportunities. However, many of these initiatives have been developed in isolation, limiting opportunities for an exchange of ideas and lessons learned. This conference will facilitate development of the Environmental Data Science Inclusion Network (EDSIN) to strengthen initiatives across existing alliances and organizations to recruit and retain individuals from underrepresented groups in data science careers. Who Should Attend - Researchers focusing on recruitment and retention of underrepresented groups in STEM fields, quantitative biology education, or related areas - Project leaders for STEM programs serving underrepresented groups - Employers committed to hiring and retaining a diverse data science workforce - Mentors with experience working with students and early career professionals underrepresented in STEM - Evaluators doing work with STEM education programs - Educators who teach data science skills to learners of all ages How to Apply Funding is available through the National Science Foundation to support travel and participant costs for most attendees although there will be space available for those able to provide their own funding. To attend and/or be considered for funding, please fill out the application found on our website (edsin.qubeshub.org) by October 1. Applicants will be notified in early November of their acceptance. Unable to attend in person? We will be live-streaming the event! Details will be provided on our conference website as they become available. QuestionsContact Alycia Crall: acrall(a)battelleecology.org -- Jacqueline Kazil | @jackiekazil

1 0

What to teach: sorting algorithms vs OOP?
by Jurgis Pralgauskis 17 Aug '18

17 Aug '18

Hi, The dillema I have when teaching: our k12 curricullum of programming is more based on algorithms (math ideas), but when working as programmer, I see the bigger need of SW architecture knowledge.. OOP is one big topic, which could replace sorting alg stuff (that I never applied (directly) in this century...). The topics could be integrated in making mini game engine :) I'd still leave classics of sum, min search, and search in sorted vs non array to get the idea of algorithms. What are your approaches, if you have programming classes in K12? -- Jurgis Pralgauskis tel: 8-616 77613

5 11

Fil-in the gaps exercises?
by Jurgis Pralgauskis 01 Aug '18

01 Aug '18

Hi, I think I saw a link to Python course with "fill in the blanks" exercises on some thread in early summer (or maybe spring), but now can't find it.. :/ Maybe someone remembers or knows similar? Thanks -- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt

1 0

Python in Highschool (exams)
by Aidis Stukas 01 Aug '18

01 Aug '18

Are there any countries that teach Python in high school. Also, is it allowed to use Python in programming/informatics exam, if your country has one? -- Aidis Stukas

4 3