emme

I've bought a X3 and I loved it (with crosspoint). However, the screen broke after just a week, even if I used the official cover all the time. It's a cute gadget but it's too fragile for the intended use: its strength is the form factor, you want to bring it with yourself to read a page in any mobility setting, but its fragility is a critical issue.

Yes, great work, thank you. I tried it a bit, and the experience is much more pleasant than using jbmc directly.

It seems very interesting, thank you. What's the relationship with the original jbmc project?

I started programming with Modula-2 and I really believe it was case sensitive. In fact I remember the book I used to learn it (Ogilvie) mentioning the case sensitiveness as a peculiarity of the language: "if case matters in natural languages, why programming languages should ignore it"

A proper example is probably "an apple is red" and "red is an apple".

Yes, I agree, I feel the term "code" potentially misleading. But even "programming" can look as a triviality when presented in schools with no context and simplistic exercises. https://dl.acm.org/doi/abs/10.1145/3571785.3574125

Yes, I have similar concerns. These models regurgitate previously seen strings, previous benchmarks included. When you try to evaluate their sheer ability to reason on the text, however, they perform poorly. (Our experiments with GPT-3 are here: https://doi.org/10.5220/0012007500003470)

This ITiCSE working group tried to clarify why we should be interested in programming (not coding) in education: What We Talk About When We Talk About Programs https://dl.acm.org/doi/10.1145/3571785.3574125 (open access)

The current focus on "coding skills" in schools poses the risk of giving students an overly simplistic and impoverished idea of what programming means and involves. Let's try to change it!

I would add foot to the list: https://github.com/DanteAlighierin/foot

And you can use it with a standard OTP generator: https://github.com/andry08/ArubaOTP-seed-extractor

Two years ago I used MENACE to introduce students to machine learning approaches: it was the final example in course of programming for lawyers.

https://pypi.org/project/lex-game/

The code uses excel files instead of matchboxes... It was in fact an example intended to explore further the use of some libraries for office automation. It also allowed for easy seeing of the weights for different choices, still in a structured way even if outside the program itself.

By Alan Perlis

I'm happy with mine, but it gains ~1s each day w.r.t. the national radio clock signal. I normally adjust it every couple of days.

Very nice, thank you!

I reply with my humble contribution, based mainly on John Hopkins' data. I tried to understand if the effect of restrictions is already visible (I hope it will... since I live in Milan), thus I fitted an exponential on the data from the week before March 1 (when the initial mild restrictions started) and compared with the actual growth.

https://www.kaggle.com/mattiamonga/covid19

The model is quite simplistic, but the decrease seems real. Let's hope a bigger one will happen in the next days.

Ah! Thank you, I learned something new!

I'm not a native speaker, so maybe there is some nuance I am missing... Why not a "dead person's switch'? Is legacy control a male only thing? Nevertheless, great service indeed!

Just remembered: in fact the work was a master thesis, and the final report is in Italian. http://aladdinsrv.di.unimi.it/archive/pdf/tesi-previtali.pdf

Enjoy!

No, I'm sorry... It was thought in Italian... but written only (more or less) in English :-)

But the supporting tool is actually in Italian:

https://aladdin.di.unimi.it/sw/fatine/

You're welcome!

We designed a small tool to bring the fairy metaphor even to lower secondary school students. I actually believe it is a very promising approach.

"Nothing to fear but fear itself: introducing recursion in lower secondary schools"

https://aladdin.di.unimi.it/materiali/pubb/2017_latice.pdf