Friday, October 10, 2014

Flask Web Development by Grinberg: Book Review

Flask Web Development: Developing Web Applications with PythonFlask Web Development: Developing Web Applications with Python by Miguel Grinberg
My rating: 4 of 5 stars

I'm not a web developer, but Flask has always had an appeal of potentially being a potential front end to a database based application. But I've never gotten very far as tutorials generally look at only the main application, and I'm pretty sure I need some extensions but I have not been able to assess the quality of the many plugins available. Flask Web Development is that tutorial that shows Flask and selects quality extensions to introduce.

Flask Web Development is written as a tutorial, not a reference. As such Grinberg can decide on what is important. It starts like many other Flask tutorials in looking at the basic application structure, templates and web forms. But then it looks at databases along with a set of extensions for database management built around SQLAlchemy: Flask-SQLAlchemy, Flask-migrate. (and email, which I don't do)

He brings it all together with walking you through a blogging application. What gives the tutorial an over-the-shoulder feel to it is an innovative use of the github repository that goes with the book. Instead of having source files in the repository, the repository uses tags to incrementally build source files, so it is really like working alongside someone who knows what they are doing as they build the application. One tag will have a basic working version of functionality, and checking out subsequent tags builds out more features.

Flask Web Development covers many aspects of web programming, well beyond what most Flask tutorials will cover. I appreciate the deep dives into database management with SQLAlchemy, and the sections on testing and profiling which have applications beyond web development.

Disclaimer: I received a free electronic copy of Flask Web Development as part of the Oreilly Blogger programming.



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Sunday, September 28, 2014

Parenting Month 47: What class should I take?

Over the past month, as we have been preparing for T's fourth birthday, we've been finding out that a number of his peers have started attending various enrichment classes. This being American upper-middle class suburbia, this includes various sports, dance, art, music, and other subjects.


Drawing on the chalkboard
Drawing on a chalkboard at the Carnegie Museum of Natural History
We are aware of some options. At various points over the past few years we have thought about things like swimming, kung fu, or ballet, but in the end we have not done anything about it.  Our tiger mom/dad credentials are in jeopardy! So we started to think about it.

Realistically, we are looking at the weekends, as noone is silly enough to try to do anything with pre-schoolers at night. So that means Saturday/Sunday morning/afternoon.

Next, look at what we do now. Saturday mornings Grandparents get A, S teaches, L takes T and does one of two schedules  (1) go to a museum followed by lunch (museum often includes running around a nearby park or the sports zone (if the science center) or (2) Home Depot/Lowes project plus park/playground/Barnes and Noble.  Saturday afternoon is a nap, then play in the afternoon (which often includes things like drawing or piano)  Sunday morning/afternoon has church then grandparents take T for nap and play. A is with us in the afternoon and goes with L when S teaches.

So we have really three time slots to use. Sat morning is when L currently takes T out. Sat afternoons are naptime and when S gets to play with T. Sun afternoon is a naptime.  

Now, someday, Sun afternoons will be taken by chinese school, but right now that is not going to work since T is too tired. Next question is what would the current schedule be replaced with.

There is a piano hanging in the sky. What a strange place to put it.
There is a piano hanging in the sky. I can't play it because there is no bench to sit at.
A class for a preschooler is generally 1/2 hour.  Figure 45 min~hour to get to whereever it is (including any packing/prep to go), and the same amount on the way back.  So a class occupies a 2+ hour time slot.  Currently a Sat morning museum trip is 45 min each way, 1 1/2 hours there, 1/2 hour for lunch.

Realistically, a class would be replacing the Sat morning trip, or Sat afternoon. (Sun afternoon is being reserved for a future chinese school, as all the chinese families in the Pittsburgh metro area have seemed to have decided to coordinate their schedules that way) i.e. it either replaces the core of daddy school or eats into mommy school. So what would that tradeoff look like?

Currently, daddy school bounces between the Natural History Museum, Art Museum, Science Center for science and culture, Home Depot and Lowes for hands on woodworking projects, and leavened with playground or walking in the woods time (with a bookstore being the backup). Mommy school currently consists of piano and working through a workbook.  Grandma/grandpa school focuses on drawing and going to the park/playground/swimming.

But while a class would focus on learning skills and doing things with others, we are probably getting more than just learning skills. We get a chance to learn and push T in the things we do with him. In museum trips we get to be a safe harbor for helping him interact with the museum staff and others. In the various stations we get to push him to do the things that are just a little harder than what he can do (and does at preschool), and we get to celebrate when he gets it done. At Home Depot and Lowes we can push him to do things harder, and he can see some of the other parents doing almost the entire project so he can tell that this is different. And we can link what he does without outside the house to inside the house, where he enjoys putting things together.

In the end though, we are going to do what we are doing for now, and the real reason is practicality, we think that signing up for a class and committing our schedules (we take advantage of the flexibility to change from week to week) is too much hassle over what we do now.  And we somewhat think that the time we spend with them is something we both enjoy, and we may actually know something about what we hope T is learning.


Look at all of the birds in the lights
Let's count how many birds are up in the lights.

In other news, the "I can't do it" period for T seems to be subsiding. We've been fighting the recent introduction of that phrase by encouraging and celebrating competency, in anything and everything. And he gets a kick out of doing things like playing piano (he has two songs down), drawing (every now and then it looks like something), LEGO (he is starting to be able to figure out the instructions himself), and tools (we (well I) have started letting him use a knife and scissors in the garden and to prepare food. And he is astonished at it, when he is done it is almost like he is thinking "did I just do that?!"

We are starting to think that T is actually reading. We have always figured that when he was reading, he actually just memorized the book in question or is making up a story to go with the pictures. But these past two months we have observed him figuring out words to books that were new to him, and at the museum reading out animal names that are compound and figuring them out (e.g. ground hog).  Also using phonics (i.e. sounding out the letters in a word, then realizing that this is close to a word he knows).

T has become a lot more talkative in the past month, both at home and at school. One reason is that he is now one of the older kids in his class, and he has been more comfortably talking around the younger kids (he likes to play teacher and explain things to them). Another is that he is just a lot more social, probably just a part of growing up. And there is a girl a few doors down that he plays with, and she has been a non-stop talker upon getting home since she has started kindergarden.

A is also a babbler. She likes to babble when she is happy, and she also has the big eyes that like to look around like T did when he was a baby. But we also see the benefit of not having colic. A got to the looking around at the world and babbling around earlier than T did. Generally, no colic leads to a very happy and easy to care for baby (grandpa is very happy, at this time, he was pretty sure T did not like him).  We also think A is being sneaky. She clearly is figuring out different people are better for different things. It is most obvious with grandma and grandpa.  Grandpa is better for carrying. Grandma is better for playing and sleeping.  And A is not shy about making preferences known.

Next stages.  Mommy and daddy school is starting to get more directed. Mommy has several workbooks and curricula.  Daddy is going to introduce drawing across all the museums that we go to.

Sunday, August 31, 2014

Parenting month 46: Pop culture, preschoolers, and competencies

There was a time we were thinking of keeping pop culture mostly out of our kids lives.  And since we are not real big TV or movie people, we thought it would not be too hard.  But then reality tended to get in the way.  The first thing was that children's clothes (especially bargains) tended to be branded.  My wife once came home with Star Wars Clone Trooper shoes for T without realizing the origin. Of course, T's pre-school classmates could recognize it for what it was. Ninjago also entered the household through bargain clothes. At daycare, it is completely evident who was the kid who introduced everyone to superheros. And it would seem that noone in the world who has regular contact with pre-school to pre-teen kids could avoid Dsiney's Frozen last year.  The various learn-to-read books are also saturated (as most vendors of such books have learned that tagging along on pop culture gets their books purchased and read).


LEGO Research Institute
LEGO Research Institute set
So the next question, what do we think about it? And what do we want our children to learn? Answer that, and we can think about what we let in.  First, the classic raising a child answer about allowing fantasy (which is what the problematic pop culture all represents) is that it allows conversations about right and wrong in a safe context (there is no standard correct answer the child has to try to remember and no danger from the point of the view of the child of getting blamed or punished for something when you are talking about people and situations clearly divorced from the real world which is usually the case when they get involved in those kinds of conversations)

Another goal is most strongly made from the superhero genre. Fantasy play provides those who usually have no power (children) an experience where they have agency, the ability for their choices and actions to have an impact on their world. And as there are clear boundaries that authority figures have put into the lives of pre-schoolers, being able to identify with an actor in a fantasy world allows them to think and play where their boundaries and capabilities are much greater than reality. (Disney's Frozen really is blatant about this in the song "Let it go")

So there are two things that I want when my son interacts with pop culture fantasy. First, that it is a vehicle for talking about what is right or wrong and promoting empathy, second that it teaches agency and competence.

For the first, we can follow the standard good guy-bad guy play of boys. And as he plays, we can interject with questions about why a character in his play did what they did. What is good and bad, nice and not-nice.  And we can steer his play through our questions.  So one day, when a bad LEGO character was part of the play and we thought about how everyone reacts, he had all of the good LEGO minifigs got together to push the bad guy away (he knows about super heroes, but I don't think he has gotten the idea that super heroes are anything special, so he needs to use numbers to be on the good guys side).  Playing with Star Wars space ships turned into them being fire-fighting space ships.

LEGO Star Wars Brickmaster Ice Speeder, assembled by T

For agency, there are two aspects. First, we encourage the characters in his play to do things. Firefighters fight fire. Medics get people who are injured, Doctors heal sick people. Police chase and catch crooks. People hike, cook, kayak, run, etc.  The second part of agency is that he has to create. At this time the major entries of pop culture in our house are as toys is in the form of LEGO and in woodworking projects from Home Depot and Lowe's, so he was part of making all of it, either through assembling or through use of hammer, nails, and glue. Right now, it is a big deal for him that we have a LEGO Star Wars vehicle where he is the one who made it by reading and following the instructions. Because it is the most complex thing he has made without any adult helping him. And we want him to be proud of being competent at things, whether it is making toys, or reading, playing music, helping around the house, or physical play.

Major development news for T.  He has started learning piano. So far, he is learning the standard Mary had a little lamb, but added to that is Old Macdonald had a farm.  There are a couple of other songs in the queue that all have the characteristic that they can be played on white keys without moving the fingers.  That means that playing the piano is reduced to hitting the right note and keeping time (which are conveniently whole increments) Which is within the realm of a pre-schooler.


Studying butterfly wings at the Carnegie Museum of Natural History, Pittsburgh.
Studying butterfly wings under a microscope a the Carnegie Museum

Mommy and daddy school is moving up another notch. We have started working through a Kumon workbook, and there is one that is supposed to done over the course of the year and comes complete with stars for completing lessons, and certificates for completing week-long sequences. The certificates are finding their way onto our walls as he progresses.

Socialization has improved greatly. He is now quite talkative at day care, chatting and playing with other kids. We have even observed him instigating play with other kids when we come in to pick him up in the afternoon. Maybe our socially withdrawn kid is breaking out into the world. Of course, this means the other kids have influence on him. So he is now starting to think about birthday parties, as in when does he have one.

At a slightly different point along the way, AY is a full on babbler. She is getting much practice making sounds, and even alternating with whoever is the current conversation partner. It is amusing as she is still expanding the range of sounds she can make. And she is very amused when a new sound comes out of her mouth (you also see her thinking "did I just do that?")  She is also a good smiler, both in terms of the big grin, and the fully body-shaking-smile that happy babies can do.  She is also learning to explore. She is in the beginning stages of being able to manipulate things with fingers, and we can see that, unlike T, she likes putting things in her mouth (T better keep track of the LEGO)
Mommy, someone behind you is taking a picture
Hi there!

Next, school has started for both parents. T is going to 5-day a week daycare while A stays with grandparents. This will be a challenge to T for further growth the socialization department.

Friday, August 29, 2014

Clojure for Machine Learning by Wali: Book review

Clojure for Machine LearningClojure for Machine Learning by Akhil Wali
My rating: 3 of 5 stars

For a book that is about [programming language] for [computational task], there are two approaches. One is to assume basic competence in the language and teach the task, the other is to assume that the reader has basic competence in the task and teach how to do it in a language. This book assumes knowledge of Clojure and tries to teach machine learning. But I find that it does just enough to be dangerous. It has a series of methods but does not provide discussion on why you would choose once class of method over another, and it completely skips model evaluation. What this creates is someone who has a good idea of the mathematics and implementation of methods, but not when to use it or if it actually did what was intended.

This makes me slightly different than the ideal audience of this book. I am learning Clojure and have only started using it for data analysis in real life. However, I have used Python and R for data analysis for several years now, and I have use both of them (and trained students to help me using both) for different machine learning projects (and I use R for teaching a course in data science).

Each chapter in Clojure for Machine Learning takes a look of a class of machine learning algorithms and takes several looks at it. Generally, Wali looks at the mathematics and theory of the algorithm, then a simple implementation in Clojure, then some examples of using existing library implementations on a problem. The mathematical treatment seems nice, but it would not compare to an actual text on machine learning/data mining. And while seeing an implementation in Clojure has some value, I would have liked to have seen more humility in doing so (i.e. some recognition that there are limitations of an implementation that can actually fit into a book of this size with everything else that needs to be done).

Two things that bother me about this after I finished was realizing that for each class of algorithms, the book only covers one or two methods. Which is fine, but it does not even acknowledge that there is a greater world. And as there is no discussion on how to perform model evaluation, an enthusiastic reader may reach the conclusion that they know what they are doing when implementing them against a data set and problem. Essentially, the enthusiastic reader knows enough to be dangerous and does not know what he does not know. If I were to suggest this book to someone, it would have to go with a severe caveat that what you know after this is how to set up a machine learning problem. More research has to be done to determine what actually needs to be done (the libraries used are much broader than what is covered) and then, learn from somewhere else how to evaluate or tune the methods used.

In the end, I would treat this as a book of examples or cases of Clojure being used in machine learning. There is room in the world for a book on Clojure for machine learning, but this is not it.


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Tuesday, August 19, 2014

Clojure Data Analysis Cookbook by Eric Rochester

Clojure Data Analysis CookbookClojure Data Analysis Cookbook by Eric Rochester
My rating: 5 of 5 stars

This book is a good tutorial on data science using Clojure. It starts with working with data (access and cleaning up), then the various chapters cover a range of tasks from focusing on numeric computing (performance, parallel processing), statistics (Incanter and other numerical libraries), working with other numerical software (Mathematica and R), graphics, and the web. The topics are actually a fairly complete look at data science, so it feels more like a tutorial than a cookbook.

I found this to be a great text on working with data in Clojure. My background is in technical computing, mostly R and Python although I also use C, Java, and Fortran as needed. I've been dabbling in Clojure, but I had not made the jump from doing tutorials and exercises in Clojure to doing something for real. Working through this book has improved my skills in setting Clojure up and using it for real tasks. The book code also provides a nice example of good programming style (I think) that I can see myself trying to emulate.

A book on data science is necessarily about the practical details of implementation, not about mathematical and statistical methods. Presumably, the reader has another source about the details of various statistical and machine learning methods that they can use to figure out what to do, then the Clojure and Incanter API documents tell you how to do it, and this book is about how to do the 80% of data science that is not about implementing the algorithm, but about how to manage the data, then work to communicate the results of the algorithm in understandable ways. This book is probably what brings me from dabbling in Clojure to being able to use Clojure for real tasks. Well done.

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Saturday, August 09, 2014

Functional Thinking by Neal Ford: Book review

Functional ThinkingFunctional Thinking by Neal Ford
My rating: 4 of 5 stars

Functional programming can often sound like magic, in its promises of greatly improved productivity and near guarantees of accuracy and expressiveness. But one problem is that the examples usually given are those in an unfamiliar form, using languages very different than the procedural and object oriented languages most of us are used to. And the advantages are not apparent when presented. What Ford does in Functional thinking is to present the advantages of functional programming within the context of an object oriented language that can support this, then move to more appropriate languages to show how the advantages can be more clear when the language supports it more directly. It does not stand alone, you will not learn functional programming from this book, but it does offer a more clear argument for why functional programming can useful and better in some circumstances.

The setting that I have seen functional programming explained and taught has always been in the context of demonstrating a functional programming language, such as a Lisp (Lisp, Scheme, Clojure). Or sometimes, a language that has some functional features (R, Python). But I always had to take the commentators word at why this was good. Ford using Java 8 (as it adds some functional features), Groovy, Scala, and Clojure provides a progression from functional features in an object-oriented language (Java), to functional features in multi-paradigm language (Groovy and Scala), to it look in a language that is clearly functional (Clojure). This provides a good look at its qualities by showing how these features improves upon an object-oriented solution, then how it is more expressive and closer to the problem when presented in the cleaner form (i.e. in Groovy, then Clojure). I probably would not have caught the lessons of this if this was my first exposure, and I stopped after the first chapter to watch one of Ford's talks on YouTube so I could get an overview of the book before I finished. But the reward is that it gives context for my learning of Clojure (and functional programming in general).

Not for learning a programming language, but for learning how to think about problems in new ways, enabled by functional programming.

Note: I received a free electronic copy of this for review as part of the O'Reilly Press Blogger program.

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Sunday, July 27, 2014

Parenting Month 45: Visitors and limits

Cousins working together on a Blue construct
Cousins playing at the Carnegie Science Center Blue exhibit

This month was marked by my family visiting.  My parents came for a month, and my sisters and nephew came for a week.

The highlight, of course, was grandparents spending time with a new grandchild.  The other highlight was the cousins recurring time with each other. As T and J get older, their interaction becomes richer as both grow in their abilities to deal with other people.

Grandma and grandson at the Carnegie Museum of Natural History

AY has been notable in her responsiveness. As she is the second, we cannot help making comparisons to the only baseline we know. At this time, T was in the midst of colic. In comparison, AY is very responsive, trying out a range of facial expressions when we are talking to her, and vocalizing in call and response fashion. We are also entertained by her kicking and reaching out to things.

Baby looking out from lamb blanket
Hi!
T is still the very good big brother. He likes to tell everyone that AY talks, sleeps, poops, and cries. He also still read and talk to his little sister, and helps with bath and diaper changing time.  However, the novelty is wearing off, and he is not always as excited to help out as he was.

We have noticed that while T is more outgoing and social (talks and plays at pre-school, tells short stories at home), he is regressing in other areas. We have noted that he used to have a relatively long attention span, focusing on one activity longer than others his age before switching. But it has gotten shorter. This is observable when reading books or when making things (Lego or woodworking).  Another not so good trend is that he is becoming more self-conscious of his limitations. Things that he used to try (and do fairly well) are now approached with a statement of "I can't do it".  While he is still a very well behaved and happy child, we do see some of the not so welcome traits that are probably quite prevalent in preschoolers, some that we are hoping that he skips the worst of. Part of this may come with paying attention more to others his age, and taking on their habits, playing, and capabilities. Some of these are fairly innocuous, like growing a liking for superheroes (and yes, there is one kid in his class that bears most of the responsibility for teaching everyone about superheroes) and the fact that he picks up pop culture (everyone knows Frozen, but Star Wars, TMNT, and others are common. I consider it part of my duty to try to get a step ahead of what he learns from his classmates :-) )  But he has also picked up increased instances of the use of the word 'no' and occasionally trying out tantrums to try to get his way. At this point, we are still pretty successful at working our way around 'no' through humor, and we're trying to teach him that tantrums don't work nearly as well as other things (like reminding him of some of the things we can do with him because we are not worried about tantrums at all)


Hi, I love mei-mei
Siblings!

One more month of summer, then both academic parents go back into a full work schedule, but for now, we are thankful that a relatively relaxed summer lets us have this level of interaction with our kids.