Mailman 3 - Edu-sig - python.org

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

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Information and assistance
by Kelly Paredes 06 Dec '22

06 Dec '22

Hi, I am happy that this SIG was formed. I assisted in hosting the Educational Summit at Pycon21 last year with Sean Tibor. I am a Middle School Teacher at Pine Crest School in Fort Lauderdale, FL, US. I teach Python to middle school students, 11-15yrs old. We also host a podcast called Teaching Python. https://www.teachingpython.fm/ <https://www.teachingpython.fm/> If there is anything that we can help with, please feel free to contact me. Kind Regards, Kelly

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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

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Make Minecraft in Python
by Cabal Owen 01 Dec '22

01 Dec '22

Before learning, how to Make Minecraft in Python, let’s see what is Minecraft Game. Minecraft is a popular video game that is enjoyed by many enthusiasts. It is a 3D block game in which players may interact with and manipulate the environment. It also has a story mode and is an adventure game. Minecraft is a voxel-based game. And what this truly implies is that every single block in Minecraft is a voxel. So these are the things we must make ourselves. So let’s get right to work on our coding. Step 1. Modules and libraries for Make Minecraft in Python To make this Minecraft game in Python, we will utilize the ursina Python module. It is a Python cross-platform game creation package similar to PyGame. To install this library, start a terminal or command prompt in the project folder and paste the following command. pip install ursina Step 2. importing library Import the Ursina Engine and all the Textures that we will require in the future. from ursina import * from ursina.prefabs.first_person_controller import FirstPersonController app = Ursina() grass_texture = load_texture('assets/grass_block.png') stone_texture = load_texture('assets/stone_block.png') brick_texture = load_texture('assets/brick_block.png') dirt_texture = load_texture('assets/dirt_block.png') sky_texture = load_texture('assets/skybox.png') arm_texture = load_texture('assets/arm_texture.png') punch_sound = Audio('assets/punch_sound',loop = False, autoplay = False) block_pick = 1 To load the textures and block you need to download the Assets folder and paste it where your Minecraft code Python file is stored. Now there are a few things we need to do to make this all work, and let’s start by making actual cubes that we can utilize. This will be the most significant modification that we can do. It would appear appropriate if we applied a more appropriate texture to it. To do that we created a couple of textures. Step 3. Making Voxel(Cubes) for Minecraft in Python class Voxel(Button): def __init__(self, position = (0,0,0), texture = grass_texture): super().__init__( parent = scene, position = position, model = 'assets/block', origin_y = 0.5, texture = texture, color = color.color(0,0,random.uniform(0.9,1)), scale = 0.5) The third step is to build a new class for each voxel that we want to construct, therefore the class name will be voxel. And it derives from the button class. The basic explanation is that anytime I click on a voxel, I want to make another voxel just adjacent to it. So I need to know where each voxel is in relation to which button. And in here, we need our init method again and nothing else for the time being, and we also need the super method with an underscore to init. And now we must supply a few parameters, the first of which is parent, as shown above. The next stage would be to find a position, and the current status is (0,0). Next, I’d want to make a model of what the object would look like. And for the time being, this one will be a cube (parameters), but we may use different forms. The next step is to pass origin_y so that the height and 3D space of this cube are effectively (0.5), and the final and most crucial item is texture and color. And both of these things multiplied. Step 4. Making Minecraft Arena for z in range(20): for x in range(20): voxel = Voxel(position = (x,0,z)) Now that we have everything, we need to create a button for it. The cube’s current positions are x, y, and z. (0,0,0). To create individual voxels, we must first create a for loop in which the voxel is set. And if you need to make it bigger, increase 35 by 35. One of the current issues with this game is that if you add too many of these fields, the game may slow down. As a result, there would be a significant amount of optimization work to be done. Step 5. Creating First person Controller(FPC) from ursina.prefabs.first_person_controller import FirstPersonController player = FirstPersonController() The question is how we can develop a first-person character in all of this. and ursina makes this super simple. Because it comes with a number of preset classes that we may utilize to construct a first-person character. We don’t really have to do anything about it. And really, all we have to do is import something else first, which is from ursina. prefabs.first_person_ controller. This is not by default imported into Oceana, so we have to do it ourselves, but once we do it, all we have to do to create FPC (First Person Character) is to create a new variable where we store and then call FPC. Step 6. Making Interactive UI for Minecraft Python Edition def input(self,key): if self.hovered: if key == 'left mouse down': punch_sound.play() if block_pick == 1: voxel = Voxel(position = self.position + mouse.normal, texture = grass_texture) if block_pick == 2: voxel = Voxel(position = self.position + mouse.normal, texture = stone_texture) if block_pick == 3: voxel = Voxel(position = self.position + mouse.normal, texture = brick_texture) if block_pick == 4: voxel = Voxel(position = self.position + mouse.normal, texture = dirt_texture) if key == 'right mouse down': punch_sound.play() destroy(self) What we need to find out now is how to make this all more interactive. We must also create and destroy blocks, which will be really simple. Basically I have written some of these code on my project https://enterprise.affle.com/mobile-app-development also. Because what we want to accomplish is, when you push the voxel button, we want to construct a new block at that location. We develop an input function to do this. Make some transmissions as well. And then make a to change voxel for voxel texture Step 7. Changing Different Textures for Coding Minecraft in Python def update(): global block_pick if held_keys['left mouse'] or held_keys['right mouse']: hand.active() else: hand.passive() if held_keys['1']: block_pick = 1 if held_keys['2']: block_pick = 2 if held_keys['3']: block_pick = 3 if held_keys['4']: block_pick = 4 To make Minecraft with python, we need to change the cube texture, and for changing the cube texture here we created a loop by clicking one to four keys to alter the voxel texture by Left click and destroying it with the right key. In simple words. If we press any of these buttons this block pick gets a different number. Step 8. Creating the Sky class Sky(Entity): def __init__(self): super().__init__( parent = scene, model = 'sphere', texture = sky_texture, scale = 150, double_sided = True) There are three other components that can significantly help to convey the game. The first is a Sky Box, the second is a Hand, and the third is noises. And let us take them one step at a time in Minecraft coding Python. The first is a skybox, which we emulated in our game by creating a huge sphere with a sky texture. To do this, we will construct a new class named Sky. Step 9. Make an FPC Hand class Hand(Entity): def __init__(self): super().__init__( parent = camera.ui, # This 3D space for Our UI and 2D space for our camera model = 'assets/arm', texture = arm_texture, scale = 0.2, rotation = Vec3(150,-10,0), #vec3 is represent 3D space and the parameters are for position(x,y,z) position = Vec2(0.4,-0.6)) #vec2 is represent 2D space and the parameters are for position(x,y,z) def active(self): self.position = Vec2(0.3,-0.5) def passive(self): self.position = Vec2(0.4,-0.6) Now the next thing we will going to need is a hand and this one is purely decorative. It does not do anything besides simulating having a hand it’s a straightforward thing by creating a class called hand, this one is also going to be an entity. Complete code to Make Minecraft Game in Python    from ursina import * from ursina.prefabs.first_person_controller import FirstPersonController app = Ursina() grass_texture = load_texture('assets/grass_block.png') stone_texture = load_texture('assets/stone_block.png') brick_texture = load_texture('assets/brick_block.png') dirt_texture = load_texture('assets/dirt_block.png') sky_texture = load_texture('assets/skybox.png') arm_texture = load_texture('assets/arm_texture.png') punch_sound = Audio('assets/punch_sound',loop = False, autoplay = False) block_pick = 1 window.fps_counter.enabled = False #To Disable the FPS Counter window.exit_button.visible = False #To Remove the exit(close) Button def update(): global block_pick if held_keys['left mouse'] or held_keys['right mouse']: hand.active() else: hand.passive() if held_keys['1']: block_pick = 1 if held_keys['2']: block_pick = 2 if held_keys['3']: block_pick = 3 if held_keys['4']: block_pick = 4 class Voxel(Button): def __init__(self, position = (0,0,0), texture = grass_texture): super().__init__( parent = scene, position = position, model = 'assets/block', origin_y = 0.5, texture = texture, color = color.color(0,0,random.uniform(0.9,1)), scale = 0.5) def input(self,key): if self.hovered: if key == 'left mouse down': punch_sound.play() if block_pick == 1: voxel = Voxel(position = self.position + mouse.normal, texture = grass_texture) if block_pick == 2: voxel = Voxel(position = self.position + mouse.normal, texture = stone_texture) if block_pick == 3: voxel = Voxel(position = self.position + mouse.normal, texture = brick_texture) if block_pick == 4: voxel = Voxel(position = self.position + mouse.normal, texture = dirt_texture) if key == 'right mouse down': punch_sound.play() destroy(self) class Sky(Entity): def __init__(self): super().__init__( parent = scene, model = 'sphere', texture = sky_texture, scale = 150, double_sided = True) class Hand(Entity): def __init__(self): super().__init__( parent = camera.ui, model = 'assets/arm', texture = arm_texture, scale = 0.2, rotation = Vec3(150,-10,0), position = Vec2(0.4,-0.6)) def active(self): self.position = Vec2(0.3,-0.5) def passive(self): self.position = Vec2(0.4,-0.6) for z in range(20): for x in range(20): voxel = Voxel(position = (x,0,z)) player = FirstPersonController() sky = Sky() hand = Hand() app.run()

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lightning talk (YouTube < 3 mins) re PyScript
by kirby urner 05 Sep '22

05 Sep '22

https://youtu.be/obZqST6mBn8 (2 mins 41 secs) My first video on PyScript. Alludes to other topics in my Python for High School stuff. https://github.com/4dsolutions/elite_school/blob/master/PY4HS.ipynb Kirby

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answer on Quora re common misconceptions re Python
by kirby urner 21 Jul '22

21 Jul '22

I've written a ton of answers on Quora over the years. This latest answer links to our edu-sig home page and talks about Python in education. https://qr.ae/pvkQkA Kirby

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reviewing PY4HS (Python for High School) pedagogy / andragogy
by kirby urner 12 Jul '22

12 Jul '22

The pedagogy I'm showcasing below follows my theme of "classes first" and/or "classes early" i.e. we can capitalize on the object oriented perspective encapsulating how we think in human terms, about objects (known as "things" in the vernacular (joke)). Granted some my find the object oriented perspective an wrong place to start, but this is edu-sig(a)python.org after all. We start with animals, because of their obvious appeal and familiarity, introduce special names, move to operator overloading in particular, and from there to a well-known number type already encountered pre high school: the rational number, aka fraction. Back in the early days of edu-sig, I'd promulgate this curriculum sans Python yet having a Fraction type in the Standard Library. That didn't take long to materialize. Nowadays there's no practical reason to code a Rat (rational number) if the goal is just to get on with coding. However if the goal is to learn coding itself, i.e. the grammar of Python, while reviewing basic arithmetic, then almost nothing could be more instructive. A Fraction type is exactly what Python is good at letting us construct, thanks to all those __ribs__ (as I call them). Thanks to Wes for suggesting a povray might be conda installed from conda-forge or one of those. That certainly would be preferable to a homebrew solution on Mac I would hazard, if we're using conda anyway. However I haven't checked it out yet myself. The class in question is within the hour. I won't keep posting every segment as with these last several posts I'll have established the URLs / Repos through which followup is always possible. Presumably these recent posts have established the trajectory. I'm always on the lookout for more early adopters if you want to contact me directly. Let's exchange some ideas. Kirby ---------- Forwarded message --------- From: Sunshine Elite Education <info(a)sunshineeliteeducation.com> Date: Tue, Jul 12, 2022 at 2:47 PM Subject: Python III: Python Programming and Data Structure for High School : July 12: Before Class To: <kirby.urner(a)gmail.com> Cc: <info(a)sunshineeliteeducation.com> Greetings everyone, from your instructor for Py4HS (Python for High School) -- a nickname. https://github.com/4dsolutions/elite_school/blob/master/Py4HS_July_12_2022.… is the Notebook I've been working on as a starting place for today's session. I want to review what we've been doing in Python, when it comes to making types (like types of animals), and connect that forward to a Rational Number type written purely in Python. A good review of fractions, a topic taken up even before high school. Then Fibonacci Numbers. You will find these topics in the overview page, the one where I preview a lot of stuff. For example, under Polynomial, you will find reference to a Greek letter number (math has lots of those) I introduce in today's Notebook. In other words, our topics connect together in many ways, just like towns on a map may have many roads connecting them in a network (a network is what we also call a "graph"). We learn the territory by exploring it. Python becomes one of our tools for exploring mathematics. Plus we also enjoy exploring Python, an interesting language by Guido van Rossum and friends. Kirby *Course Name*: Python III: Python Programming and Data Structure for High School *Datetime*: 07/05-08/26 Tuesday,Friday 4:30pm-6:00pm *Location*: Online13 Thanks, Sunshine Elite Education -------------------------------- ---------------- Web: www.SunshineEliteEducation.com

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Archive Copy: High School with Jupyter Notebooks (Silicon Forest)
by kirby urner 06 Jul '22

06 Jul '22

---------- Forwarded message --------- From: Sunshine Elite Education <info(a)sunshineeliteeducation.com> Date: Tue, Jul 5, 2022 at 6:47 PM Subject: Python III: Python Programming and Data Structure for High School : July 5: after class To: <kirby.urner(a)gmail.com> Cc: <info(a)sunshineeliteeducation.com> Greetings students -- This is in followup to our first meetup, which just ended. I'll often make some notes in followup, to remind you of what we've covered and to provide some bookmarks for your web browser. The tools I focused on: Jupyter Notebook -- used with languages such as Julia, Python and R Jupyter Lab -- for working with Notebooks POV-Ray -- Persistence of Vision Ray Tracer Python -- the language itself, by Guido van Rossum, the Dutchman Some Python types and math concepts we previewed (we'll be coming back to all this stuff, I was just trying to give examples of high school math topics we'll be looking at): * sets <https://realpython.com/python-sets/>: no duplicates, no left to right order (we looked at some Emoji as elements) * number bases (other than 10) -- more next time * Pascal's Triangl e <http://4dsolutions.net/ocn/numeracy0.html> * number sequences: figurate (e.g. triangular) and polyhedral (e.g. tetrahedral) https://oeis.org/A000217 (tetrahedral -- found in Pascal's Triangle) https://oeis.org/A005901 (cuboctahedral) * "Mod" type: numbers that add and multiply "modulo" something (5 mod 12) x (5 mod 12) = 25 mod 12 = 1 mod 12) -- wasn't that much a high school topic years ago but then along came cryptography as an everyday feature of the internet * "Rat" type: rational numbers i.e. fractions (1/2 + 1/3 = 5/6) * Polynomials (I didn't say much about them) * Plotting (meaning "graphs" -- another form of visual output, much easier to get than with POV-Ray). The Mod and Rat types demonstrate Python's use of "special names" which look like __this__ i.e. two underlines on either side of some word. I call them __ribs__ because they look a bit like snake ribs <https://www.google.com/search?q=snake+ribs&source=lnms&tbm=isch>. That's a "mnemonic device" (a way to help you remember). For the most part I scrolled through this Jupyter Notebook top to bottom: https://github.com/4dsolutions/elite_school/blob/master/ADS_highschool_math… = = = Where to get JupyterLab etc? https://www.anaconda.com/products/distribution Where to get POV-Ray: http://www.povray.org/download/ (Windows) http://megapov.inetart.net/download.html#Mac (Mac and Linux) You may need to get some help with installation, especially if you want POV-Ray on Mac or Linux. Do you know some techies? My email address is kirby.urner(a)gmail.com I'll be talking in more detail about installation issues on Friday. We'll also be looking at using Notebooks in the cloud (e.g. through colab.research.google.com). But eventually I hope you'll be comfortable using JupyterLab as a working local environment (with POV-Ray an optional nice-to-have). JupyterLab includes access to both Notebooks and Python, as well as to a Terminal (console) window. Kirby *Course Name*: Python III: Python Programming and Data Structure for High School *Datetime*: 07/05-08/26 Tuesday,Friday 4:30pm-6:00pm *Location*: Online13 Thanks, Sunshine Elite Education ------------------------------------------------ Tel: (503)915-2956 Address: 15320 NW Central Dr. Ste D6, Portland, OR 97229 Web: www.SunshineEliteEducation.com

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Call for papers: "The Digital Environmental Humanities. Towards Theory and Praxis"
by NIKOLETA ZAMPAKI 26 Jun '22

26 Jun '22

Hungarian Journal of English and American Studies ISSN 1218-7364 All HJEAS’ archived issues are available on JSTOR, the largest, most available website for humanities journals, current issues are also accessible electronically on ProQuest, including the most recent indexed by the SCOPUS database, indexed and abstracted by the MLA International Bibliography. For more about the HJEAS go to: [https://ojs.lib.unideb.hu/hjeas/about]. Call for Papers "The Digital Environmental Humanities. Towards Theory and Praxis" Over the past years the rapid technological improvements, innovations and use of digital applications have transformed us into living and working in virtual environments. We are now facing 'oceans' of big data, inaugurating what has been called the “Digital Anthropocene.” Gaining momentum since around the 1950s, the Digital Humanities (previously referred to as Humanities Computing or Computing in the Humanities) “is a diverse and still emerging field that encompasses the practice of humanities research in and through information technology, and the exploration of how the humanities may evolve through their engagement with technology, media, and computational methods.” As we move from the first wave of qualitative data to the second, which is apt to be more critical, interpretative and empirical with the use of toolkits and services (Presner, 2010), the rise of a third wave introduces entirely new interdisciplinary paradigms, convergent fields, new methodologies and concepts as well as new models and patterns while working on cultural texts. Although the disciplines of Digital Humanities and Environmental Humanities appear to work with different methodological approaches (Posthumus and Sinclair, 2016: 370), they can provide a shared space for exploring questions such as how nature could be in dialogue with a computer or how technology could help us to understand environmental issues. Both disciplines adopt common vocabulary such as “environment,” “system,” “network, “collectivism,” “individualism” while approaching texts. The Digital Humanities and Environmental Humanities are “interdisciplinary and collaborative” disciplines (Cohen and LeMenager, 2016: 340) where “[n]ew tools, new metaphors, provide second-order feedback loops that inform the original metaphors of nature and ecology” (Morey, 2012: 119). Their collaborative work aims through new critical tools to shed light on the complex entanglements of nature with the digital sphere, and their relationship to each other when introduced into a system. A well-known concept across research is “digital ecologies” or “digital ecology or environment” (Wellmon, 2012: 77), which describes multiple reading and virtual environments, including their interactions made possible by the use of digital analysis tools while working on a text or database. As Finne Arne Jørgensen notes, the “idea of nature is becoming very hard to separate from the digital tools and media we use to observe, interpret, and manage it” (2014, 109). This interweaving presents a challenge that we have to face while developing and applying digital tools, applications, portals, repositories, and curated interactive objects to expand the research of Digital Environmental Humanities. In this journal issue, we will explore exactly how the disciplines of Digital Humanities and Environmental Humanities can provide us with new perspectives and critical tools. In particular, considering mainly literary studies, philosophy studies, media studies, visual studies and Art, we will explore and discuss the different ways in which concepts such as digital ecologies, digital environments, networks and so forth are approached by these disciplines in both theory and praxis. The new approaches and concepts form a ‘digital turn’ in the humanities, expanding the relationship between humans and the more-than-human world, and the characteristics of such a relationship, under which conditions (hybrid, symbiotic, etc.) and for what purposes, for example, education. Furthermore, the Digital Environmental Humanities offer insights on “Citizen Humanities” in which the involvement of public space, citizens and academia assists the better understanding of the practical aspects of the relationship between the human and the more-than-human world. We invite papers that consider the various interactions between Digital Humanities and Environmental Humanities in order to open up new forms of inquiry for critical approaches to the Humanities. Areas of interest for this special journal issue include, but are not limited to, the following topics: ● Digital Environmental Humanities in Literary Theory (Ecocriticism, Algorithmic Literary Theory) and Comparative Literature ● Digital Geographies and Spatialities ● Digitalocene (e.g. Anthropocene, Capitalocene, etc.) ● Digital Tools, Digital Applications, Digital Repositories and Archives, Data Visualization in/for Environmental Humanities ● Digital Ecologies and Topics from the Continental Philosophy ● Digital Environmental Humanities and Posthumanism, Transhumanism, AI, and Ethics ● Digital Ecologies, Plant Studies, and Animal Studies ● Digital Ecologies, Aesthetics and Art ● Digital Ecologies in Media and Film Studies ● Digital Environmental Humanities and Environmental Justice ● Digital Ecologies, Medical Humanities (e.g. Pandemics) and Biotechnology ● Digital Oil and Energy Humanities ● Digital Environmental Pedagogies and Storytelling ● Digital Ecologies in Citizen Humanities, Smart Cities and Citizenship Futures ● Biomimicry and Digital Modeling ● Towards the future of Digital Environmental Humanities as Discipline in Theory and Praxis References Cohen, Jerome Jeffrey, and Stephanie LeMenager. “Introduction. Assembling the Ecological Digital Humanities”, PMLA 131.2 (2016): 340-346. doi: 10.1632/pmla.2016.131.2.340. Jørgensen, Finne Arne. “The Armchair Traveler’s Guide to Digital Environmental Humanities”, Environmental Humanities 4.1 (2014): 95-112. doi: https://doi.org/10.1215/22011919-3614944. Morey, Sean. “Digital Ecologies” in Dobrin, I. Sidney. (2012). (Ed.). Ecology, Writing Theory, and New Media. Writing Ecology (New York and London: Routledge), 106-121. Presner, Todd. (2010). “Digital Humanities 2.0: A Report on Knowledge” in Emerging Disciplines, edited by Melissa Bailar (Houston: Rice University Press). Sinclair, Stéfan and Stephanie Posthumus. (2016). “Digital? Environmental: Humanities” in The Routledge Companion to Environmental Humanities edited by Ursula K. Heise, Jon Christensen and Michelle Niemann (London and New York: Routledge). Wellmon, Chad. (2012). “Why Google Isn't Making Us Stupid…or Smart”. ISAC. The Hedgehog Review. Critical Reflections on Contemporary Culture 14:1 <https://lecture.ecc.u-tokyo.ac.jp/~cwpgally/references/2012W_RD_Google_essa…>, [accessed 29/05/20222]. Editors Peggy Karpouzou, Assistant Professor in Theory of Literature, Faculty of Philology, National and Kapodistrian University of Athens, Greece E-mail: pkarpouzou(a)phil.uoa.gr<mailto:pkarpouzou@phil.uoa.gr> Nikoleta Zampaki, PhD Candidate in Modern Greek Literature, Faculty of Philology, National and Kapodistrian University of Athens, Greece E-mail: nikzamp(a)phil.uoa.gr<mailto:nikzamp@phil.uoa.gr> Submissions’ Guidelines and Deadlines Deadline for sending an abstract (approx. 300 words and a short CV) to both Editors’e-mails pkarpouzou(a)phil.uoa.gr<mailto:pkarpouzou@phil.uoa.gr> and nikzamp(a)phil.uoa.gr<mailto:nikzamp@phil.uoa.gr>: 31 October 2022. Deadline for sending the full papers to both Editors’ e-mails pkarpouzou(a)phil.uoa.gr<mailto:pkarpouzou@phil.uoa.gr> and nikzamp(a)phil.uoa.gr<mailto:nikzamp@phil.uoa.gr>: 30April 2023. More about full papers’ and submissions’ guidelines may be found here: [https://ojs.lib.unideb.hu/hjeas/about/submissions]. Please direct any questions to both Editors’ e-mails: pkarpouzou(a)phil.uoa.gr<mailto:pkarpouzou@phil.uoa.gr> and nikzamp(a)phil.uoa.gr<mailto:nikzamp@phil.uoa.gr>

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High School Mathematics (Silicon Forest, Python ecosystem)
by kirby urner 10 Jun '22

10 Jun '22

I'm just winding up the winter-spring term. This was actually an 8th grader cohort, pre highschool, but it's an accelerated curriculum. They're already doing vector cross products in physics. https://github.com/4dsolutions/elite_school/blob/master/ADS_highschool_math… I'm continuing to add new material. This morning I added the section on visualization. Kirby

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