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the captain standing on the bridge, could press a button and-presto! to live with ' day-tight compartments' as the most learn python 3 the hard way. Editorial Reviews. About the Author. Zed A. Shaw is the author of the popular online books eBook features: Highlight, take notes, and search in the book; In this. The original Hard Way book and still the most popular way for total beginners to finally learn how to code. Learn Python The Hard Way takes.
Learn Python The Hard Way takes you from absolute zero to able to read and write basic Python to then understand other books on Python. No experience necessary to begin, and you can even try the book out for free to see if the method works for you. You can visit the companion site to the book at http:…learnpythonthehardway. Starting out in this crazy, open-source forest is daunting, and even with years of experience, it still requires continual effort to keep up-to-date with the best libraries and techniques.
This report helps you explore some of the lesser known Python libraries and tools, including third-party modules and several extremely useful tools in the standard library that deserve more attention.
Some have been simple and silly; others were embarrassing and downright costly. In this paper, David Mertz, a director of Python Software Foundation, examines the functional aspects of the language and points out which options work well and which ones you should generally decline. The Python programming language is at the center of these fundamental changes in computing education.
It serves as a tutorial or guide to the Python language for a beginner audience. If all you know about computers is how to save text files, then this is the book for you. I am a 18 year old IT student studying at University in Ireland. I would like to express my gratitude to you for…swaroopch. These images seemed identical in both versions of the book.
Main thing I noticed is that Zed needs to fix his terminal font and anti-aliasing, but I am petty and finicky about type. Anticipating a common typographical error in the code, Zed points out where the error might've happened and what the error would look like. He also anticipates and informs the reader on how to correct a potential problem with ASCII encodings. Exercise 1 is bookended by study drills and common questions asked by students.
I was able to understand two of the three drills in Zed's instructions. I'm not sure what Zed was asking for with the first study drill, which is a little worrying as beginners will be using this. I will assume it's something obvious that I missed. The common student questions occur at the end of the exercises throughout the book.
They are intended to catch failure modes. Zed's approach here is more modular than the Haskell Book. I think this works because the individual exercises are brief and typically last a handful of pages.
In HPFFP we treated it more like a linear stream of consciousness and address anticipated problems in media res. Exercise Zed goes over basic syntactic elements like comments as well as expanding what the learner can do semantically by covering basic arithmetic operations and variables.
The progression here seems more focused on minimizing the novelty of what is introduced syntactically rather than in what is introduced semantically. This is an important pedagogical distinction in the approaches taken by Zed's book and by ours. We ordered the book based on conceptual dependence and difficulty, not on syntactic elements.
Syntax didn't count for nothing, but we believed it was the less difficult category than semantics. Our experience bore this out but I don't think this invalidates Zed's method. To give you an idea of what I mean, here's a snippet of progressions of the code samples: Ex1 print "Hello World! This means if the reader attempts to copy-pasta the code from the ebook, it'll break.
I'm not certain if it was intentional or if it's like our case where we intentionally don't fix things that would make copying and pasting easier. The potential problem with LPTHW here is that someone familiar with unicode might believe they're actually meant to use the fancy quotes and get stuck. Zed doesn't address it in his student questions section that I could find. The common student questions continue to be a strong point of this book in the potential problems they address.
Exercises I will get briefer here as Zed's approach seems consistent and I mostly just want to touch on what the book covers. Zed covers printing in more detail, escape sequences, string concatenation, and requesting manual user terminal input.
Exercises These exercises cover getting user input from the arguments passed to the python invocation at the command-line, combining this with input prompts and reading and writing text files.
Getting the length of a string is demonstrated. The code written is still in a scripty top-level style. Exercise 18 This is where defining functions begins. Zed doesn't stage out increasing complexity of function definition. Zed could've showed the user how you can define a parameter-less function that can be invoked multiple times to save on repetition, but chose not to.
Odder still, the gather parameter example is subsumed by a simple two parameter function and the first is called out as useless in the context of the example. Exercises Zed begins by demonstrating the definition of variables along with passing them to functions as arguments. Exercise 18 only demonstrated passing string to functions as arguments. The usual carefulness with progression resumes here. This is followed by using files with functions, functions that return a result, a vocabulary overview, and an exercise in reading code.
Exercise 23 seems careless.
The exercise suggests reading whatever Python code you can find on Github, Bitbucket, or Gitorious. There's no real attempt to point people towards things they could understand at that point in the book. I suspect most readers don't get very far with this. Exercises This sub-sequence begins with practice in writing code from the book which synthesizes the elements you've seen so far. The study drills ask you to describe the elements of the code in a manner not dissimilar from the "parts of speech" you might've done in a language lesson.
The help function in the REPL is touched upon. This sub-sequence ends with a quiz where the objective is to fix broken code. I think it would have been better had this exercise been littered throughout the book so that the readers would have more practice doing so. Approaching this decision charitably, it could be said the readers had enough mistakes of their own to fix, but we chose to have many more exercises in our book.
Exercises Boolean logic, truth tables, boolean operators, expressions using boolean operators, and equality. Followed by if-else statements and guarding blocks of code with if-statements. The progression is a cumulative synthesis like before. Exercises Loops and lists begin here and is the title of the 32nd exercise. Appending onto lists, while loops, and indexing into lists are also covered. Exercise 35 This sub-sequence opens with branches within functions. What branch refers to here is the multiple "branches" of code which may or may not execute based on an if statement.
The first example combines parameter-less functions, if-else statements, variables, user input, converting an integer from a string, printing, aborting the program, functions calling other functions, an infinite while loop, and having an initial function to kick off a script. I suspect he's bucking it on purpose since these programs are not intended to be imported by other Python programs. Exercises Debugging the basic process, not a tool , a review of symbols and syntax, reading code, popping and appending to lists, getting the length of a list, splitting strings based on a character divider, and concatenating a list of lists are demonstrated.
Exercise 39 The construction and basic manipulation of Python dictionaries is demonstrated here. The style is imperative and evocative of how the code's been written through the book so far.
There has been no lurch into a functional style yet. Exercises Modules, classes, and objects begin here. Zed touches on Python being referred to as an object-oriented programming language.
This is also where import is principally demonstrated. The above quote demonstrates the effort Zed put in to explaining OOP. Treating modules like dictionaries, invoking functions within modules like methods, accessing top-level variables in a module like a property, and using classes in all these same ways are covered.
Object oriented terms qua Python are briefly explained. Exercises This sub-sequence opens with basic object-oriented analysis and design. This is where things get much wordier than they had been up to this point. The objective is to write a simple game engine. The wordiness wouldn't be unusual in some other books, but there's a lot of upfront conceptual mapping and the basic approach isn't demonstrated or justified with any smaller examples.
This would be less jarring if it occurred in almost any other book. Eventually Zed has the reader write a bunch of stubbed out classes and empty methods to plan out the API. A bit like The mapped out API is correctly described as top-down. This is followed by a listing of all the code that fills in the empty methods and classes for the game engine project. The usual "what you should see" sections and study drills follow.
The study drill suggests changing the game, asks you fix a bug he left in the code, asks you to explain a piece of code, adding cheat codes, adding a small combat system, and mentions that the game engine is an example a finite state machine.
He suggests reading about finite state machines on the web even if it might not make sense. It's a little amusing to see these small gestures tossed out when he made little to no effort to point readers to further resources or examples earlier in the book. I suspect this time was different because some of Zed Shaw's open source work entailed extensive use of finite state machines and he has an affectation for them.
Later, inheritance versus composition are covered. Composition here is simple methods-invoking-other-methods.
He strongly recommends against using multiple inheritance. Nothing too objectionable here. Exercise 45 The reader is asked to make their own game like the space game that was just demonstrated. There's a lot of commentary on code style and syntactic elements.
There's no attempt at ameliorating the blank-slate problem for beginners making a project from scratch. Exercises Project structure, automated testing with assertions, nosetests, exceptions very briefly , basic text processing with a lexicon, and basic parsing are covered.
Note that the first time exceptions were called out by name was in the overview of symbols but he's been using try off and on throughout the book. Exercises Making a basic web application with web. As you might imagine, the explanations of what makes a web app tick are briefly but my coauthor and I are no less guilty of this.
It's a huge topic. Exercise 52 The task in this exercise is to refactor the game from exercise 43 into a web application. This covers the basics of refactoring code and web sessions. The reader is expected to do most of the work this time, including figuring out how to make user authentication work.
This one seems like a leap based on how much handholding there had been in the book so far. I felt uncomfortable with the final project in our book because it expects the reader to learn TCP sockets on their own, but I think the lacuna was not so bad there.