Kent writes -
Kent writes -
Maybe someone should propose a patch?
Kent
Therein lies an OT tale.
I am a bit familiar with the IDLE code because relatively early in my Python
learning cycle I used it for its tutorial value. One of the important
things about having IDLE in the standard
Robert writes -
There is however something to be said however for keeping things
simple. If you can teach something, without artificially adding to the
list of requirements, then you are likely to save yourself some
headaches.
Sure there is something to be said for this.
But I think you
Kirby writes:
Here's the blurb:
===
Math Programming: From Chaos to Python
Explore topics in mathematics by writing and modifying programs in a
contemporary computer language.
A goal of this class is to help you gain proficiency as a programmer,
while
delving into number theory,
Kirby writes -
Remember that the gui intensive Leo found no reason to go beyond TK.
I haven't tried Leo on a Mac, but if it doesn't look like Aqua, I'd
probably
not be satisfied with it on a Mac (I might still use it in Windows or
Linux). Ditto for Pygeo.
I'm surprised.
Hoping we
Prasan writes -
I'm a masochist, but because it will be invaluable should they enter the
industry and be in charge of writing a scripting system. My objectives for
introducing Python will be to introduce an appreciation for language
design
(our school sticks to C++ for most of the
Prasan writes -
Are you aware of the Boost libraries for writing Python extensions in
C++?
http://www.boost.org/libs/python/doc/
The beauty being that bindings created with Boost allow C++ classes to
be
inheritable and extendible in Python, rather than just scripted by
Python.
Kent writes -
Arthur wrote:
So I have 2 windows - one is a Display for the VPython rendering and is
actually constructed as a class derived from the VPython display object
(native on Windows, GTK1 on linux) The other is a TK control panel.
The user can interact with either - pick
Kirby's reaction:
I found it very cool to have the outer frame be my Half Life 2 skin over
the Windows media player (not sure if 'nuxers have it yet).
Kirby -
So I complement you for publishing a curricula description that is
substantive, and provides fair warning to anyone showing up to
I just took a look at the PyGTK 2.0 Tutorial
http://www.pygtk.org/pygtk2tutorial/index.html
Very encouraging to see that much documentation spelled out in a usable
format.
However, I'm still curious: do you see PyGTK as a better way to spend your
time than with wxPython? Wx has OpenGL
On Sun, 2004-12-26 at 23:50 +0100, Laura Creighton wrote:
While you are preparing judgements -- both wxPython and The Gnome Desktop,
hence
the GIMP, GTK and PyGTK are more popular in North America than they
are in Europe. We are vastly more likely to use KDE than Gnome. wxWindows
is not
I'll sink to commenting on my own post. Not the first time.
Sobering up - I still think the observation has real substance.
Though it is only an insight to the extent that it is non-obvious. I
guess
that depends on who you are and where you are coming from.
It took me a while to get
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Sent: Saturday, January 29, 2005 11:18 AM
To: 'Arthur'; edu-sig@python.org
Subject: RE: [Edu-sig] re: Naming in Python
Hi Art --
I've been thinking about your observation, but haven't come up with a
really
Kirby writes -
Mostly just played with POV-Ray today, including projected images of award
winning master works, even an animation.
Makes perfect sense to me, any Python connection aside. Hard not to repeat
myself at this stage - but POV-Ray was exactly the kind of program that made
me want
Arthur wrote:
Kirby writes -
Mostly just played with POV-Ray today, including projected images of award
winning master works, even an animation.
Thinking a little more about what I found so sound appealing about this
approach - is that I think you gave your students a feel for 2 separate
Kirby -
So I have this plastic box containing, among other goodies, a set of stiff
paperboard polyhedra, with black electrical tape along the edges. Thanks
to help from my friends Trevor and Russ Chu, they're precisely dimensioned
for this demo I do, quite frequently, for audiences of all ages
which returns
4561078546.84
If you fix it, as follows:
year_periods=days_invested/365
the answer is about 85. :-)
--
--Guido van Rossum (home page: http://www.python.org/~guido/)
print my_anwser-Guido's_answer
4561078461.84
That's a big difference. Even for us ;)
Art
Exciting stuff, in my view - which once gain I became aware of by monitoring
PlanetPython. This cite by Ned Batchelder
http://www.nedbatchelder.com/blog/
I would hope that folks will at least get as far as looking at the
presentation:
From Nand to Tetris in 12 Steps
that is linked from Ned's
-Original Message-
From: Beni Cherniavsky [mailto:[EMAIL PROTECTED]
Arthur wrote on 2005-02-20:
Also, the Islamic holiday cannot always coincide with a Jewish holiday
because the Islamic calendar constantly drifts relative to the Sun
(having no leap monthes it misses about 11
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Beni Cherniavsky
Sent: Saturday, March 12, 2005 4:49 PM
Presently, I think many nice things can be done with pygame and
perhaps a bit of code wrapping it.
Lee Harr's pygsear not only provides the
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Arthur:
To me the game is in getting the computer to respond to one's
instructions, and that directing the end product to be in particular a
game in any normal sense of the word is unnecessarily limiting, and -
IMO
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
snip
It takes some getting used to, but it's readable prose.
Of course there are infinite valid ways of describing a tree.
Its readable prose, but not particularly pretty prose. It ain't science, it
ain't poetry. It
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Sent: Saturday, March 19, 2005 11:07 AM
To: 'Arthur'; edu-sig@python.org
Subject: RE: [Edu-sig] RE: Concentric hierarchy / hypertoon (was pygame
etc.)
Basically, once you've got a tetrahedron inscribed
From: Kirby Urner [mailto:[EMAIL PROTECTED]
No major mind damage is going to be done by a different presentation.
But I would like to disassociate the notion of geometry and the
regularity
of forms as completely and as early as possible. And this is where I
seem
to be most
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Engineering and a focus on artifacts
trumps
political efforts to block basic innovations in math teaching. There's
really no stopping us, politically speaking (because we really don't care
about politics that much
-Original Message-
From: [EMAIL PROTECTED] [mailto:edu-sig-
[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]
But there is no real point being made beyond that. If one chooses to
follow
the convention - something like VPython provides a quite convenient way
for
one to get one's
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Linda Grandell
Sent: Saturday, March 26, 2005 4:44 AM
To: Jeffrey Elkner
The more I teach, the more I come to realize that programming might be
one of the most challenging subjects for teachers.
-Original Message-
From: John Zelle [mailto:[EMAIL PROTECTED]
Arthur wrote:
I agree that graphics programming is a great, concrete way, to teach
about objects. That is the point of my 2D graphics library. VPython is
also a great tool. The one caveat I would make here is that many
-Original Message-
From: Jeffrey Elkner [mailto:[EMAIL PROTECTED]
Sent: Saturday, March 26, 2005 11:43 AM
To: Arthur
All the math teachers in my school system had a two week long workshop
by Discovering Geometry author Michael Serra. I left that experience
with two ideas that I
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Arthur
My position here has been that the importance of transmitting to students
an understanding of scientific understanding needs to be a among the most
fundamental goals of education.
Wandering
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Now, if g(x) really *did* go on for 30-40 lines, OK, then maybe a
decorator
adds to readability.
Something to think about.
From
http://www.corante.com/many/archives/2005/03/09/one_world_two_maps_thoughts_
on_the_wikipedia_debate.php
When
From: Arthur [mailto:[EMAIL PROTECTED]
From: Lloyd Hugh Allen [mailto:[EMAIL PROTECTED]
To: Arthur
Subject: Re: RE: [Edu-sig] RE: Integration correction
I thought that there already were little black box libraries all over
the place. Just that most of them were in C etc.
Yes
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Beni Cherniavsky
I think teaching students to actively detest code that with huge redudant
repetitive piles of redudancy repeated all over is more important than
teaching them any single guideline.
-Original Message-
From: John Zelle [mailto:[EMAIL PROTECTED]
Sent: Sunday, April 03, 2005 11:45 AM
To: Arthur
snip
Does that answer your question?
It does - though I still don't fully understand it ;)
Guido concludes that the reaction Floris is getting is favorable - at least
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Sent: Sunday, April 10, 2005 2:25 PM
To: 'Arthur'; edu-sig@python.org
Subject: RE: [Edu-sig] CP4E
Files aren't real sounds like a philosophical statement. You could say
it's a metaphor. In Linux, even devices get
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Behalf Of Arthur
The school I attended in Rome focused on eating utensils quite a bit -
-
British school, there's a right way to tilt your bowl when you eat
soup.
There is?
Yes: tilt it *away* from you
Dethe writes -
Eight-year-olds can learn to use these tools to design
3-D objects, build them, program the microcontroller, etc.
Assuming this is accurate...
I can understand that as statement as to industrial design - one can be
productive having no more than the capacity of an 8 year old.
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Arthur
Sent: Thursday, April 14, 2005 8:08 AM
To: edu-sig@python.org
Subject: [Edu-sig] Beyond CP4E
Dethe writes -
Eight-year-olds can learn to use these tools to design
3-D objects, build them
-Original Message-
From: Arthur [mailto:[EMAIL PROTECTED]
Sent: Thursday, April 14, 2005 8:51 AM
To: 'Arthur'; edu-sig@python.org
Subject: RE: [Edu-sig] Beyond CP4E
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Arthur
Dethe
-Original Message-
From: Arthur [mailto:[EMAIL PROTECTED]
-Original Message-
From: Arthur [mailto:[EMAIL PROTECTED]
To: 'Kirby Urner'; 'Arthur'; 'Dethe Elza'
When I turned to the study of mathematics, technology became the center
around which I progressed. Python
-Original Message-
From: Arthur [mailto:[EMAIL PROTECTED]
Sent: Friday, April 15, 2005 9:35 AM
To: 'Arthur'; 'Kirby Urner'; 'Dethe Elza'
From: Arthur [mailto:[EMAIL PROTECTED]
important to my own intellectual development that I learn to appreciate
the
Old Testament
I would prefer to take it on.
Putting it tersely - distancing Python from math and science education is
the wrong strategy - both for Python and for math and science education. And
to the extent that CP4E seems to have become - rightly or wrongly -
identifiable with that strategy, it most go
Kirby Urner wrote:
To break no rules - PyGeo is written in Python. In my case, necessarily.
Art
Good theorem. In a newbie geometry class, I wish they'd run through a lot
more like Pascal's (mention his age when he hit on it), using something a
lot like PyGeo (or just use PyGeo why not?).
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
To: [EMAIL PROTECTED]; edu-sig@python.org
I'm not sure why you think doing Python on top of .NET is a move towards
cookie-cutter training-for-industry style programming. It's pretty much
the
same Python, in terms of
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Toby Donaldson
Sent: Thursday, May 05, 2005 7:37 PM
To: edu-sig@python.org
Subject: Re: [Edu-sig] Python for CS101
I've spoken to a few teachers at a school that tried the Scheme-first
approach,
From: [EMAIL PROTECTED] [mailto:edu-sig-
Subject: Re: [Edu-sig] K-16 CS/math hybrid
Part of my hysteria here - for those who have been long-timers to the
list and therefore to my hysterias - has been in sensing some effort
on the part of the Python community as positioning Python as
From: Anna Martelli Ravenscroft [mailto:[EMAIL PROTECTED]
Sent: Monday, May 09, 2005 8:41 PM
To: Arthur
Cc: 'Kirby Urner'; edu-sig@python.org
Subject: Re: [Edu-sig] K-16 CS/math hybrid
Arthur wrote:
The issue is inherent in the circumstances. If programming is so
powerful
- why
Behalf Of Kirby Urner
Subject: Re: [Edu-sig] K-16 CS/math hybrid
Children understand about conventions. I draw an invisible line on the
car
seat: sister stays on her side, I stay on mine. But there's no electric
fence (much as we might wish there to be). Java provides electric fences.
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of André Roberge
There are quite a few programming 'language' that were designed for
children. Take logo, turtle graphics, etc.
Richard Pattis (who indirectly inspired me) introduced a subset of
Chuck Allison wrote:
Hello Arthur,
Tuesday, May 10, 2005, 5:36:49 AM, you wrote:
A Non-euclidian geometry is as easy as it is ever going to get.
Forgive the use of bandwidth, but this mathematician must exclaim -
this is the best statement I've heard in a long time. LOL! But oh,
how true. I'm
As a reminder, we hear that:
I am a high school physics teacher who is planning post-AP exam student
projects using VPython. However, my school refuses to allow Python and
VPython to be installed on the school's network because it is open
source.
Here's the reply from the technology
[LHRIC is a technology-oriented consortium of local school districts
http://www.lhric.org]
Went to the site, and from that linked into some of the procurement policy
rules and regulations with which they are working.
In business there is the roll-out concept. Starbucks had a few coffee
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Rick Holbert
Sent: Monday, May 16, 2005 9:31 AM
To: edu-sig@python.org
Subject: Re: [Edu-sig] FW: [Visualpython-users] High School Network
Security
Even the US Military allows open source
Chuck Allison wrote:
Hello Frank,
Some of the reasons cited below from your tech coordinator certainly
make sense, but not for the classroom. Businesses rightly are
concerned about vendor support, adequate testing, standards
conformance, etc. - it can make a big difference in costly projects.
Kirby writes -
Maybe the policy should stay as is.
I agree. But for different reasons.
Hoping that the transparent nonsense of the Cross River policies will expose
that - more generally - decisions about the use of technology in K-12
education are being based on transparent nonsense.
FWIW -
My sister forwarded to me some discussion on a school alumni site she came
across about a teacher she knows I loved - chess, flexagons, brain teasers,
soma blocks. He only got away with devising his own curriculum because this
was an experimental class for gifted children, whereby we
My sister forwarded to me some discussion on a school alumni site she came
across about a teacher she knows I loved
Haphazardly just now re-establishing contact with the folks who shared the
experience of Mr. B and who still recognize that experience as seminal over
40 years later - considering
-Original Message-
From: D. Hartley [mailto:[EMAIL PROTECTED]
Art,
So Python was your foundation for exploring Java - Can I ask, by what
route? I began with Python, but lately have been exploring Jython as a
way to make use of Java libraries and so on while writing in Python
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Toby Donaldson
Simple Python programs are usually much easier to read and simpler to
write
than simple Java programs, and so students new to programming really like
it. Interestingly, some of the
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Lee Harr
Sent: Saturday, May 28, 2005 8:58 AM
To: edu-sig@python.org
Subject: Re: [Edu-sig] Edu-sig Digest, Vol 22, Issue 26
When I say that python is easy I don't mean it like falling down is
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of André Roberge
I interpret Python looks easy to mean that
Python allows one to focus on the task at hand,
with a gentler learning curve.
Easier to learn often translates with
more ambitious
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Radenski, Atanas
Sent: Thursday, June 02, 2005 9:43 PM
To: Bob Noonan; edu-sig@python.org
Subject: [Edu-sig] A case against GUIs in intro CS :-)
-Original Message-
Behalf Of Bob Noonan
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Arthur
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Radenski, Atanas
-Original Message-
Behalf Of Bob Noonan
The one place where
Behalf Of Radenski, Atanas
Behalf Of Bob Noonan
GUI programming is relatively complex. To understand it, one needs to
understand event handling. I have hard time explaining event handling to
beginners and see that beginners have hard time understanding it. While
GUI programming is
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Kirby Urner
To some extent what's bogus about the GUI vs. no-GUI debate is that you
/have/ to have an interface to the user at some point, whether this is
accomplished with bells and whistles or
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Arthur
Sent: Saturday, June 04, 2005 9:52 PM
To: 'Kirby Urner'; 'Edu-sig'
Subject: Re: [Edu-sig] A case against GUIs in intro CS :-)
-Original Message-
From: [EMAIL PROTECTED] [mailto
-Original Message-
From: Arthur [mailto:[EMAIL PROTECTED]
To: 'Arthur'; 'Kirby Urner'; 'Edu-sig'
Behalf Of Arthur
So I don't think they are likely to ever uncover the truths here, where
the
results are not the point, and a certain level of discomfort (avoiding
glibness
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Sent: Sunday, June 05, 2005 12:08 PM
To: 'Arthur'; 'Edu-sig'
Subject: RE: [Edu-sig] A case against GUIs in intro CS :-)
The only realms that I can think of in which the notion of the voluntary
adoption
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Toby Donaldson
A wiser approach is to
encourage students to use the best tool for the job.
Were it only that easy.
Perhaps it is easy, except when its important.
For example, what is the best tool
From: Rodrigo Dias Arruda Senra [mailto:[EMAIL PROTECTED]
Sent: Saturday, June 11, 2005 12:49 PM
To: Arthur
Cc: edu-sig@python.org
Subject: Re: [Edu-sig] A case against GUIs in intro CS :-)
Moreover, a good communicator may be capable to convey multiple-
perspectives
competently
Thought this post to the vpython list would be of interest to some of those
not subscribed there.
Brief overview - it looks like a very substantial effort to combine elements
of VPython, PyGame, Scipy in a pedagogical environment for scientific
visualization.
+1
Art
-Original
PyGeo (a stage for spatial geometry) is sort of like that, as Arthur talks
of an interpreted setting, and more forgiving syntax i.e. several
formulations of the same command would be acceptable (but the examples
weren't specifically Pythonic as I recall).
Appreciate the mention of PyGeo
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Lee Harr
Sent: Saturday, June 25, 2005 3:08 PM
To: edu-sig@python.org
Subject: Re: [Edu-sig] Lined up for EuroPython
method_get is a package level funtion which does compares the __sigs
list
to
Kirby writes -
-- plus stop being so funny.
One time, it was even on purpose ;)
Art
___
Edu-sig mailing list
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http://mail.python.org/mailman/listinfo/edu-sig
Not be beat a dead horse, but the truth is I don't think Alice is dead yet -
the Prentice-Hall text book will probably rescue it a bit from obscurity,
and maybe do more for it than that. Pausch always has a chance as long as he
stays out of the way of an environment of a true meritocracy. In
From: Kirby Urner [mailto:[EMAIL PROTECTED]
But I think for other reasons (other than the fact this was OSCON) that
the
open source attribute *is* higher than 8 on the list. Because for kids,
affordability is a big variable in the equation, and translates to access.
Waiting for the Bill
-Original Message-
From: Arthur [mailto:[EMAIL PROTECTED]
Are you concerned about the potential for centralization and
bureaucratization and dehumanization of our schools and education as a
likely outcome of this process.
I actually feel our (smug on this point) friends
Kirby writes:
I think we're on an evolutionary trajectory that's ultimately
about improving living standards around the world, ending death by
starvation and yadda yadda.
Though I don't believe that I have ever heard to state this explicitly
before, I knew somehow that this is
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Just look in the rear view mirror and ask if technology has been of net
benefit along our shared highway to this point. If yes, why shouldn't
present trends continue? If no, what fork in the road would you prefer
/ But - were I hungry - I don't know how I would feel about the touting of
// 3D/MP3 players with changeable skins, as a step toward my salvation.
//
// Art
/
Hungry to get dealt into the game. On the Math Forum, I'm already
suggesting having a cell phone on one's person is every child's right.
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
A weakness in the above design: we only check for violations of triangle
inequality in the constructor, yet allow changes to a,b,c through the API.
Among my list of unsupportable theories is one to the effect that any
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Good point about all triangles being equivalent given projection. In
nailing down the angles, we've inadvertently defined a fourth vertex: the
point of view. Given we're talking four vertices, we should maybe rename
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
A lot of these lessons about robust software development come from group
or
community efforts. Some aspects of Python maybe don't much excite you
because you're primarily a solo coder (as am I much of the time).
I
I guess.
Though I can't say I find there to be much consensus out there about what
language features truly make for robust software development from group
or community efforts.
There's a long history of coders seeking consensus, but not arriving at any
set in stone answers (no carved
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
They're not here to whine about not being mere math notations as if that
would be an improvement.
That's one way to attempt to characterize my point - or Graham's point, for
that matter.
Except that it of course
I think use cases were described, and demonstrated, in which the property
feature made sense, e.g. we wanted an attributes-based API into our
triangle object, but sometimes the results were computed on the fly.
And I notice that without the use of properties, that which is computed on
the fly is
-Original Message-
From: Arthur [mailto:[EMAIL PROTECTED]
So I find that rejecting it as naïve is fundamentally unresponsive.
Just to add -
I would feel my approach - no question - more misplaced most other places.
But think Guido's ability to retain a sense of naivety
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
I *enjoy* your exotic other-worldliness.
Other than what, I'm wondering ;)
Art
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Edu-sig mailing list
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Suppose you'd already published a Triangle class API and then discovered
you needed more dynamism. The property feature lets you sneak in some
methods without changing the already-published API and breaking client
code.
A lot of these lessons about robust software development come from group or
Yeah for naivety!
In the pretty widely discussed article:
Python Is Not Java
http://dirtsimple.org/2004/12/python-is-not-java.html
Getters and setters are evil. Evil, evil, I say! Python objects are not Java
beans. Do not write getters and setters. This is what the 'property'
built-in is for.
-Original Message-
From: Laura Creighton [mailto:[EMAIL PROTECTED]
One nice thing about overwriting __getattr__ and __setattr__ is
that when you are done you have something that fairly shrieks
'black magic here'. Properties look innocuous. Some people go quite
nuts with them,
-Original Message-
From: Laura Creighton [mailto:[EMAIL PROTECTED]
My guess is that you think that properties violate 'Explicit is better
than implicit.'
Not exactly.
More like I think that it encourages theory, and I appreciate Python as
a-a-theoretical.
The counter argument is
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Martin
Costabel
Sent: Saturday, August 27, 2005 9:49 AM
To: Visualpython-users
Subject: [Visualpython-users] Visualpython 3.2.1 for Mac OSX 10.4 now in
Fink
There is now a Fink package for vpython version
-Original Message-
From: Kirby Urner [mailto:[EMAIL PROTECTED]
Information hiding means sparing me the details. In an open source
world,
I might be able to see those details if I really cared about them. In the
case of a private bank, fat chance.
Yes, we are at the core of
In my MVC example, the Viewer expected a 'shape' object to support a
specific API: verts and edges needed to be available as attributes.
Let me try to practice better what I think I am preaching and follow your
lead in making the discussion more concrete and less theoretical.
I have a line
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Scott David Daniels
My strongest reaction has
to do with your wish to deny me the ability to make another choice
If that is a reference to my opinion about the visibility of the built-in
property
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Scott David Daniels
If I am not violating the Uniform Access Principal how do we express on
what
basis I am not?
This to me has to do with the set of calls in your API.
Yes but according to
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On
Behalf Of Dethe Elza
And sometimes even XML is too heavy--in which case you can use
reStructured Text[1] (or reST, part of the Python Docutils project).
Using reST is kind of like wiki markup, but it can be
Trying to handle the sudden change of state of an instance of an object
- a quantum instance
c starts as a Circle instance.
Say, in the course of the manipulation of c its radius approaches
towards infinity, and upon the radius becoming than some Max, I want c
to suddenly think of itself as
Scott David Daniels wrote:
[EMAIL PROTECTED] wrote:
...
I think teaching programming outside a context - as an abstract
discipline - is unavoidably problematic in this regard.
I would have more sympathy if you would subscribe to the same philosophy
for geometry and mathematics. As
Scott David Daniels wrote:
Arthur wrote:
I am not convinced programming as a stand-alone subject cannot be optimum
as an approach.
Could you restate this?
The art is in the clear expression of a solution to a problem..
and
but the art lies not only in a perfected craft
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