Posts Tagged ‘Coding’

Rap hip-hop and physics

A Hip-Hop Experiment

JOHN LELAND NOV. 16, 2012 https://www.nytimes.com/2012/11/18/nyregion/columbia-professor-and-gza-aim-to-help-teach-science-through-hip-hop.html

Only 4 percent of African-American seniors nationally were proficient in sciences, compared with 27 percent of whites, according to the 2009 National Assessment of Educational Progress.

GZA by bringing science into hip-hop; Dr. Emdin by bringing hip-hop into the science classroom.

the popular hip-hop lyrics Web siteRap Genius, will announce a pilot project to use hip-hop to teach science in 10 New York City public schools. The pilot is small, but its architects’ goals are not modest. Dr. Emdin, who has written a book called “Urban Science Education for the Hip-Hop Generation,”

hip-hop “cypher,” participants stand in a circle and take turns rapping, often supporting or playing off one another’s rhymes.

“All of those things that are happening in the hip-hop cypher are what should happen in an ideal classroom.”

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Students analyze rap lyrics with code in digital humanities class

Some teachers are finding a place for coding in English, music, science, math and social studies, too

by TARA GARCÍA MATHEWSON October 18, 2018

Fifteen states now require all high schools to offer computer science courses. Twenty-three states have created K-12 computer science standards. And 40 states plus the District of Columbia allow students to count computer science courses toward high school math or science graduation requirements. That’s up from 12 states in 2013, when Code.org launched, aiming to expand access to computer science in U.S. schools and increase participation among girls and underrepresented minorities in particular.

Nevada is the only state so far to embed math, science, English language arts and social studies into its computer science standards.

coding ethics unpredictability

Franken-algorithms: the deadly consequences of unpredictable code

by  Thu 30 Aug 2018 

https://www.theguardian.com/technology/2018/aug/29/coding-algorithms-frankenalgos-program-danger

Between the “dumb” fixed algorithms and true AI lies the problematic halfway house we’ve already entered with scarcely a thought and almost no debate, much less agreement as to aims, ethics, safety, best practice. If the algorithms around us are not yet intelligent, meaning able to independently say “that calculation/course of action doesn’t look right: I’ll do it again”, they are nonetheless starting to learn from their environments. And once an algorithm is learning, we no longer know to any degree of certainty what its rules and parameters are. At which point we can’t be certain of how it will interact with other algorithms, the physical world, or us. Where the “dumb” fixed algorithms – complex, opaque and inured to real time monitoring as they can be – are in principle predictable and interrogable, these ones are not. After a time in the wild, we no longer know what they are: they have the potential to become erratic. We might be tempted to call these “frankenalgos” – though Mary Shelley couldn’t have made this up.

Twenty years ago, George Dyson anticipated much of what is happening today in his classic book Darwin Among the Machines. The problem, he tells me, is that we’re building systems that are beyond our intellectual means to control. We believe that if a system is deterministic (acting according to fixed rules, this being the definition of an algorithm) it is predictable – and that what is predictable can be controlled. Both assumptions turn out to be wrong.“It’s proceeding on its own, in little bits and pieces,” he says. “What I was obsessed with 20 years ago that has completely taken over the world today are multicellular, metazoan digital organisms, the same way we see in biology, where you have all these pieces of code running on people’s iPhones, and collectively it acts like one multicellular organism.“There’s this old law called Ashby’s law that says a control system has to be as complex as the system it’s controlling, and we’re running into that at full speed now, with this huge push to build self-driving cars where the software has to have a complete model of everything, and almost by definition we’re not going to understand it. Because any model that we understand is gonna do the thing like run into a fire truck ’cause we forgot to put in the fire truck.”

Walsh believes this makes it more, not less, important that the public learn about programming, because the more alienated we become from it, the more it seems like magic beyond our ability to affect. When shown the definition of “algorithm” given earlier in this piece, he found it incomplete, commenting: “I would suggest the problem is that algorithm now means any large, complex decision making software system and the larger environment in which it is embedded, which makes them even more unpredictable.” A chilling thought indeed. Accordingly, he believes ethics to be the new frontier in tech, foreseeing “a golden age for philosophy” – a view with which Eugene Spafford of Purdue University, a cybersecurity expert, concurs. Where there are choices to be made, that’s where ethics comes in.

our existing system of tort law, which requires proof of intention or negligence, will need to be rethought. A dog is not held legally responsible for biting you; its owner might be, but only if the dog’s action is thought foreseeable.

model-based programming, in which machines do most of the coding work and are able to test as they go.

As we wait for a technological answer to the problem of soaring algorithmic entanglement, there are precautions we can take. Paul Wilmott, a British expert in quantitative analysis and vocal critic of high frequency trading on the stock market, wryly suggests “learning to shoot, make jam and knit

The venerable Association for Computing Machinery has updated its code of ethics along the lines of medicine’s Hippocratic oath, to instruct computing professionals to do no harm and consider the wider impacts of their work.

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more on coding in this IMS blog
http://blog.stcloudstate.edu/ims?s=coding

income-share agreements (ISAs)

income-share agreements (ISAs)

https://www.linkedin.com/feed/news/a-new-way-to-get-people-into-coding-1765499/

A new way to get people into coding

Want to learn to code without paying up front? Programs such as Lambda School, App Academy and even Purdue University are experimenting with income-share agreements (ISAs), in which students agree to pay a portion of their income after graduation, reports The Atlantic. It’s a promising idea, particularly when businesses needs to fill over half a million computer-science jobs. But the schemes are still in their infancy, and it remains to be seen whether ISAs prove to be a viable business model or successful for graduates.

https://www.theatlantic.com/education/archive/2018/06/an-alternative-to-student-loan-debt/563093/

Code Now. Pay Tuition Later.

Software Carpentry Workshop at SCSU Python

Registration is now open for the workshop: 

>>>>>>>>>  https://ntmoore.github.io/2018-06-02-stcloud/ <<<<<<<<<<<<<

Syllabus:

The Unix Shell

  • Files and directories
  • History and tab completion
  • Pipes and redirection
  • Looping over files
  • Creating and running shell scripts
  • Finding things
  • Reference…

Programming in Python

  • Using libraries
  • Working with arrays
  • Reading and plotting data
  • Creating and using functions
  • Loops and conditionals
  • Defensive programming
  • Using Python from the command line
  • Reference…

@software carpentry @scsu #python getting ready w @Gaurav Vaidya and @John Liu

Posted by InforMedia Services on Saturday, June 2, 2018

 

#Python Programming from @Software Carpentry at St. Cloud State University

Posted by InforMedia Services on Saturday, June 2, 2018

https://en.wikipedia.org/wiki/GNU_nano

https://swcarpentry.github.io/shell-novice/03-create/

http://pad.software-carpentry.org/2018-06-02-stcloud

Jupyter is IDE https://en.wikipedia.org/wiki/Integrated_development_environment

https://searchcloudcomputing.techtarget.com/definition/Infrastructure-as-a-Service-IaaS

JSON file format where Jupiter data is stored. HMTL and Markdown (simplified HTML).

Panda: https://pandas.pydata.org/

React OS (JS) https://en.wikipedia.org/wiki/ReactOS

 

#git and #github

Posted by InforMedia Services on Sunday, June 3, 2018

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more on Software Carpentry workshops on this iMS blog
http://blog.stcloudstate.edu/ims/2017/10/26/software-carpentry-workshop/

React

React

https://reactjs.org/

In computingReact (sometimes styled React.js or ReactJS) is a JavaScript library[2] for building user interfaces.

It is maintained by FacebookInstagram and a community of individual developers and corporations.[3][4][5]

React allows developers to create large web-applications that use data and can change over time without reloading the page. It aims primarily to provide speed, simplicity, and scalability. React processes only user interfaces in applications. This corresponds to View in the Model-View-Controller (MVC) pattern, and can be used in combination with other JavaScript libraries or frameworks in MVC, such as AngularJS.[6]

https://en.wikipedia.org/wiki/React_(JavaScript_library)

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more on Java script in this IMS blog
http://blog.stcloudstate.edu/ims?s=java+script

Software Carpentry Workshop

Minnesota State University Moorhead – Software Carpentry Workshop

https://www.eventbrite.com/e/minnesota-state-university-moorhead-software-carpentry-workshop-registration-38516119751

Reservation code: 680510823  Reservation for: Plamen Miltenoff

Hagen Hall – 600 11th St S – Room 207 – Moorhead

pad.software-carpentry.org/2017-10-27-Moorhead

http://www.datacarpentry.org/lessons/

https://software-carpentry.org/lessons/

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Friday

Jeff – certified Bash Python, John

http://bit.do/msum_swc

https://ntmoore.github.io/2017-10-27-Moorhead/

what is shall and what does it do. language close to computers, fast.

what is “bash” . cd, ls

shell job is a translator between the binory code, the middle name. several types of shells, with slight differences. one natively installed on MAC and Unix. born-again shell

bash commands: cd change director, ls – list; ls -F if it does not work: man ls (manual for LS); colon lower left corner tells you can scrool; q for escape; ls -ltr

arguments is colloquially used with different names. options, flags, parameters

cd ..  – move up one directory .      pwd : see the content      cd data_shell/   – go down one directory

cd ~  – brings me al the way up .        $HOME (universally defined variable

the default behavior of cd is to bring to home directory.

the core shall commands accept the same shell commands (letters)

$ du -h .     gives me the size of the files. ctrl C to stop

$ clear . – clear the entire screen, scroll up to go back to previous command

man history $ history $! pwd (to go to pwd . $ history | grep history (piping)

$ cat (and the file name) – standard output

$ cat ../

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how to edit and delete files

to create new folder: $ mkdir . – make directory

text editors – nano, vim (UNIX text editors) .      $ nano draft.txt .  ctrl O (save) ctr X (exit) .
$ vim . shift  esc (key)  and in command line – wq (write quit) or just “q”

$ mv draft.txt ../data . (move files)

to remove $ rm thesis/:     $ man rm

copy files       $cp    $ touch . (touches the file, creates if new)

remove $ rm .    anything PSEUDO is dangerous   Bash profile: cp -i

*- wild card, truncate       $ ls analyzed      (list of the analyized directory)

stackoverflow web site .

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head command .  $head basilisk.day (check only the first several lines of a large file

$ for filename in basilisk.dat unicorn.dat . (making a loop = multiline)

> do (expecting an action) do

> head -n 3 $filename . (3 is for the first three line of the file to be displayed and -n is for the number)

> done

for doing repetitive functions

also

$ for filename in *.dat ; do head -n 3$x; done

$ for filename in *.dat ; do echo $filename do head -n 3$x; done

$ echo $filename (print statement)

how to loop

$ for filename in *.dat ; do echo $filename ; echo head -n 3 $filename ; done

ctrl c or apple comd dot to get out of the loop

http://swcarpentry.github.io/shell-novice/02-filedir/

also

$ for filename in *.dat

> do

> $filename

> head -n  10 (first ten files ) $filename | tail  -n 20 (last twenty lines)

$ for filename  in *.dat

do
>> echo  $filename
>> done

$ for filename in *.dat
>> do
>> cp $filename orig_$filename
>>done\

history > something else

$ head something.else

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another function: word count

$ wc *.pdb  (protein databank)

$ head cubane.pdb

if i don;t know how to read the outpun $ man wc

the difference between “*” and “?”

$ wc -l *.pdb

$

wc -l *.pdb > lenghts.txs

cat lenghts.txt

$ for fil in *.txt
>>> do
>>> wc -l $fil

by putting a $ sign use that not the actual text.

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nano middle.sh . The entire point of shell is to automate

$ bash (exectubale) to run the program middle.sh

rwx – rwx – rwx . (owner – group -anybody)

bash middle.sh

$ file middle.sh

$path .

$ echo $PATH | tr “:” “\n”

/usr/local/bin

/usr/bin

/bin

/usr/sbin

/sbin

/Applications/VMware Fusion.app/Contents/Public

/usr/local/munki

$ export PATH=$PWD:$PATH

(this is to make sure that the last version of Python is running)

$ ls ~ . (hidden files)        

$ ls -a ~

$ touch .bach_profile .bashrc

$history | grep PATH

   19   echo $PATH

   44  echo #PATH | tr “:” “\n”

   45   echo $PATH | tr “:” “\n”

   46   export PATH=$PWD:$PATH

   47  echo #PATH | tr “:” “\n”

   48   echo #PATH | tr “:” “\n”

   55  history | grep PATH

 

wc -l “$@” | sort -n ($@  – encompasses eerything. will process every single file in the list of files

 

$ chmod (make it executable)

 

$ find . -type d . (find only directories, recursively, ) 

$ find . -type f (files, instead of directories)

$ find . -name ‘*.txt’ . (find files by name, don’t forget single quotes)

$ wc -l $(find . -name ‘*.txt’)  – when searching among direcories on different level

$ find . -name ‘*.txt’ | xargs wc -l    –  same as above ; two ways to do one and the same

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Saturday

Python

Link to the Python Plotting : https://swcarpentry.github.io/python-novice-gapminder

C and C++. scripting purposes in microbiology (instructor). libraries, packages alongside Python, which can extend its functionality. numpy and scipy (numeric and science python). Python for academic libraries?

going out of python $ quit () .      python expect beginning and end parenthesis

new terminal needed after installation. anaconda 5.0.1

python 3 is complete redesign, not only an update.

http://swcarpentry.github.io/python-novice-gapminder/setup/

jupyter crashes in safari. open in chrome. spg engine maybe

https://swcarpentry.github.io/python-novice-gapminder/01-run-quit/

to start python in the terminal $ python

>> variable = 3

>> variable +10

several data types.

stored in JSON format.

command vs edit code.  code cell is the gray box. a text cell is plain text

markdown syntax. format working with git and github .  search explanation in https://swcarpentry.github.io/python-novice-gapminder/01-run-quit/

hackMD https://hackmd.io/ (use your GIthub account)

PANDOC – translates different data formats. https://pandoc.org/

print is a function

in what cases i will run my data trough Python instead of SPSS?

python is a 0 based language. starts counting with 0 – Java, C, P

atom_name = ‘helium ‘
print(atom_name[0])                  string slicing and indexing is tricky

atom_name = ‘helium ‘
print(atom_name[0:6])
vs
atom_name = ‘helium ‘
print(atom_name[7])                python does not know how to slice it
synthax of python is        start : end : countby/step
string versus list .   string is in a single quote, list will have brakets
strings allow me to work not only w values, revers the string
atom_name = ‘helium lithium beryllium’
print(atom_name[::-1])
muillyreb muihtil muileh
Atom_name = ‘helium’
len (atom_name)                                     6 .             case sensitive
to clean the memory, restart the kernel
objects in Python have different types. adopt a class, value may have class inherent in its defintion
print (type(’42’)) .   Python tells me that it is a string
print (type(42)) .    tells e it is a string
LaTex
to combine integer and letter: print (str(1) + ‘A’)
converting a string to integer . : print (1 + int(’55’)) .    all the same type
translation table. numerical representation of a string
float
print (‘half is’, 1 / 2.0)
built in functions and help
print is a function, lenght is a function (len); type, string, int, max, round,
Python does not explain well why the code breaks
ASCI character set – build in Python conversation
libraries – package: https://swcarpentry.github.io/python-novice-gapminder/06-libraries/
function “import”
 Saturdady afternoon
reading .CSV in Python
http://swcarpentry.github.io/python-novice-gapminder/files/python-novice-gapminder-data.zip
**For windows users only: set up git https://swcarpentry.github.io/workshop-template/#git 
python is object oriented and i can define the objects
python creates its own types of objects (which we model) and those are called “DataFrame”
method applied it is an attribute to data that already exists. – difference from function
data.info() . is function – it does not take any arguments
whereas
data.columns . is a method
print (data.T) .  transpose.  not easy in Excel, but very easy in Python
print (data.describe()) .
/Users/plamen_local/anaconda3/lib/python3.6/site-packages/pandas/__init__.py
%matplotlib inline teling Jupyter notebook

import pandas

data = pandas.read_csv(‘/Users/plamen_local/Desktop/data/gapminder_gdp_oceania.csv’ , index_col=’country’)
data.loc[‘Australia’].plot()
plt.xticks(rotation=10)

GD plot 2 is the most well known library.

xelatex is a PDF engine.  reST restructured text like Markdown.  google what is the best PDF engine with Jupyter

four loops .  any computer language will have the concept of “for” loop. In Python: 1. whenever we create a “for” loop, that line must end with a single colon

2. indentation.  any “if” statement in the “for” loop, gets indented

coding

What Most Schools Don't Teach

Coding, more than anything, is extremely valuable.How to get started: http://empirically.co/is-learning-how-to-code-worth-it-these-celebrities-say-so/Thank you Code.org, for this amazing video!

Posted by Empirically on Thursday, May 18, 2017

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more about coding in this IMS blog

NMC Horizon Report 2017 K12

NMC/CoSN Horizon Report 2017 K–12 Edition

https://cdn.nmc.org/wp-content/uploads/2017-nmc-cosn-horizon-report-K12-advance.pdf
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia

p. 20 Coding as a Literacy

 https://www.facebook.com/bracekids/
Best Coding Tools for High School http://go.nmc.org/bestco

p. 24

Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
 Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use

What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72

 

web literacy;
alignment of stadards

The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”

The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.

p. 30 Rethinking the Roles of Teachers

Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38  Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT

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more on NMC Horizon Reports in this IMS blog

http://blog.stcloudstate.edu/ims?s=new+media+horizon

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