Vim Editor Session

Vim Editor Session

~SriBhavani and Bakyalakshmi

On 18th Jan 2022, we had a session on vim by HarshaVaradhan from AuraSemiconductors. In this blog, we share what we have learned about vim and how we use it.

Introduction:

Vim is a highly configurable text editor built to create and change any kind of text very efficiently. Vim Editor has its own configuration file called vimrc.  This can be customizable based on how we want to see GVIM

  • Vim has the Two modes of operation
    • Command Mode
    • Insert Mode

Command Mode:

To enter into the command mode press ESC.

There are two sub-modes in the command mode.

  1. Command Line Editing 🡪  “:” followed by the command

(eg) :q- to quit the editor window

  1. Command-line window 🡪 Directly enter the command It will automatically execute once it got the valid sequence

(eg) dd – delete the current line

Insert Mode:

There are two ways to enter into insert mode.

  1. i 🡪 Enter into the Insert mode at the point where the cursor present
  2. o 🡪 Enter into the Insert mode with the new line, next to the Cursor line

Few commands to access vim editor in the Command line window:

  • dd 🡪 Delete the cursor line. 
  • ndd 🡪 Delete the n lines from the cursor position
  • gg 🡪 Go to File Starting. 
  • GG 🡪 Go to End of the File.
  • Ngg 🡪 Go to nth line in the file.
  • yy 🡪 Copy the Cursor line
  • Nyy 🡪 Copy N lines from the cursor line
  • u 🡪 undo the changes
  • ctrl+R 🡪 Redo the last changes
  • ggVG 🡪  This will select all the file data
  • y 🡪 copy the selected content
  • p 🡪 paste copied content

 

Few commands to access vim editor in Command Line Editing

  • :w 🡪 To save the file
  • :q! 🡪 close the editor without saving the changes
  • :vsp 🡪 Split the same vim editor file in two windows vertically
  • :sp 🡪 Split the same vim editor file in two windows Horizontally
  • :tabnew 🡪 Open newtab
  • :E 🡪 To open the file tree
  • :se nu 🡪 Show line numbers in the text editor
  • :se nonu 🡪 Remove line numbers in the text editor

 

Search 

  • Type ” / “  to search a word or sentence in command mode

(e.g.) /cat – it will highlight all occurrence of word “cat” in the file

  • n 🡪 show next occurrence from current to bottom
  • N 🡪 Show search word occurrence from current to top

Search and replace: 

:%s/Old/New/gc Search for word “Old” and replace by “New”, ask confirmation before replace
:%s/old/NEW/gi Case insensitive, Search all possibilities of word “old” and replace by “NEW”
:%s/Old/New/gI Case sensitive, Search “Old” replace by “New”
:%s/Old/New/g Replace all occurrence of “Old” by “New”, without asking for confirmation 

 

Aurovidhiya seminar

 

The schools of Auroville and C3SL work on the philosophy of Sri Aurobindo and The Mother of Integral Education. The philosophy of Sri Aurobindo of the integral development of the child (Aurobindo, 1921, pp.1-8) emphasizes self-knowledge and assumes an important relevance in the recent National Education Policy that is based on his work and states that “knowledge is a deep-seated treasure and education helps in its manifestation as the perfection which is already within an individual.” The philosophy creates guiding principles for teachers and in how we engage with children. The three principles of true education by Sri Aurobindo are:

  • Nothing can be taught
  • The mind needs to be consulted in its growth
  • From near to far

The first principle can be linked to the constructivist theory that knowledge cannot be forced into a child’s mind. The role of a teacher is not to mould or hammer a child into the form desired by the adult. The teacher is a guide, or mentor that supports and encourages a child in the process of learning, enabling them to evolve towards perfection. Our engagement with children follows this principle.

The second principle indicates that the child needs to be consulted in his/her learning. This is done at C3SL as the elder children plan what they want to work on and how they want to organize themselves to do it with the broad ground rules of respecting themselves, others, and the materials. With younger children, this aspect was put into practice in the co-creation of challenges along with them.

The third principle is to work from near to far. To work from what is tangible and accessible to children to what is abstract to them. The children work on projects they care about in the environment they engage with and as they grow older move towards more abstract ideas. This paper will present projects both in the physical world and also in the abstract world.

Such an education addresses the purpose of education beyond fitting in and standing out and knowing oneself and one’s purpose in the world. The environment most suited for Integral Education is one where the child progressively learns about himself/herself and can make choices on their own. This environment is broadly referred to as ‘Free Progress’, where children are provided the freedom to make progress towards learning and understanding themselves deeply. At a practical level, this appears as freedom with responsibility in learning. While the responsibility of learning rests with the child, it is the teacher/facilitator who has a big role in creating a meaningful learning environment and this role is far larger than that of a traditional didactic teacher.

Values form the essential basis of actions and are required for the improvement of the social aspects of learning and for forming a learning community. However, ‘teaching values’ has its limitations, and incorporating them in society and in our work can be challenging. Self-awareness and personal transformation are necessary, but not sufficient for social transformation. We also work on RTL (Radical Transformational Leadership) with children by looking at system thinking and noticing patterns and how we can align our actions, and thoughts to the values we care about for a Conscious Full Spectrum Response capacity-building framework. This also provides us with a more holistic view of how we would like to access our work beyond academic achievement.

 

In this workshop, we will look first at the exploration of inner capacities through leadership tools and how it has the potential for transforming reactions of fear into conscious responses based on the highest possibility in both teachers and students. We will then engage with some technical aspects of developing the mental being through technology while holding these values and interacting in the kind of environment we would like to create for children with an introduction to some of the hands-on work we do.

‘The progress of the child guided by the soul and not subjected to habits, conventions, and preconceived ideas is illustrative of a system of free progress’ (The Mother, 1956). By the end of the workshop, we hold that we would have conveyed how at C3SL we develop the values of responsibility, equality, and the courage to create in children and you can take back some reflections on how you will do this with the children.

We presented in the mental domain.

Plan for the workshop:

Day 1:

Introduction to STEM land

Stewardship – Knowing who I am?

Stand(Universal value)  and Fear (socialized ):

 

Knowing who I am is a possibility

Seven segment display

Day 2:

Deep listening and conscious  full-spectrum response (CFSR)

 

Programming Scratch projects

 

 

 

 

 

Python course

~Logeshwari, Sandhiya

We had interns coming to STEMland to learn to program. A few of them were learning Scratch and making projects. We conducted a course on the basics of Python. It was a five-day course for one and a half hours each day. There were about 15 of them attending the course. Everyday based on what the interns learned assessments were given accordingly.

People shared their assessments with others at the beginning of the class for about 10 minutes.

One participant sharing his assignment

In the five days of the course, everyone learned the following.

  • Print statements
  • Variables
  • Data structures/data types (tuples, list, dictionaries, etc.)
  • Data type conversions
  • Functions
  • Imports
  • Global variables
  • Scope of functions
  • Classes


This is the first time that I took a technical course. It was a new experience of teaching/ sharing what I learned to adults.  I planned for the course and I decided the assignments before the day which made me clear on what I wanted to do. Instead of going to more advanced it is always good to review the basics not only in programming. It was a nice opportunity for me to review my basics in python

Where to improve:

I felt that I need to follow the time properly. I missed a few important things which I added later which I should have told initially itself.

Intern ship at STEM land

Pratap.G

Three students from college came to STEM land for intern-ship for two weeks  to learn programming in Scratch. We have asked them to create some project in scratch. They have created some videos projects on addition ,fraction, number line, multiplication, representing and arranging  ascending order and descending order with squares. People from STEM land took Steward ship for new emergence for them . They took few tools from that session for them like stand , fear,  deep listening and back ground conversation , four profile , CFSR  sheet.

Reflection of the interns

Here are the list of  projects that they made in scratch.

 

Program For Math Educators – Day 7

In the morning session, insights sharing from the previous day tool and Powerful speaking was handled by Sundar. In Powerful speaking, participant given an inspirational speech from their stand and generate commitment for action for their projects within 3 minutes and given feedback to other participants for their growth.

After the morning break, few of them presented their projects in scratch which they made at home.

Then we had a scratch session. In which Triangle Inequality, handled by Sundar and Nuclear Fission projects by Ranjith.

After the lunch break, we watched “Everyday Creativity” video.

After the video, we had a Geogebra session. Sandhiya took circumference, and Ranjith took Function, Sequence command for finding the ratio between the perimeter of the circle and polygons inside the circle.

At the end of the day, participants learned to create arc functions (Triangle Inequality) and cloning sprite in Scratch. In GeoGebra, they learned Rotate, Function and Sequence command, and they were able to do a project using that commands.

Programme for Math Educators Day1

We started the program with the morning session where the participants were exposed to learn who they are and to learn why they do what they do. Participants came up with insights such as

  • I learned about my stand and my fear.

  • I came to know my Inner value of who I am and my fear.

  • How to get out of my fear.

  • How to release my fear of Judgement

  • To be authentic not to impress others

  • When I focus on my stand my fear will diminish

Then we continued with the basics Scratch course. We presented children’s stories which they made in Scratch. Then the participants also created their own stories in Scratch and learned motion and looks. After lunch we watched a video on STEM land in Udavi. Saranya presented a STEM land.

Again we continued to work on Scratch participants were asked to create a scratch project where they need to ask five questions in a way that the user can only move on to the next question only if the answer for the previous question is correct. Though that they learned sensing and control by asking questions and verifying whether the user input is correct or not. Those who completed the task moved on and created a maze game.

After a small break with some watermelon, lemon juice and bread we continued the day with Makey Makey and Finch. Arun presented Finch and gave a demo of how it can be controlled using scratch. Then Naveen made a project on Makey Makey. He did a piano and the participants also played it and enjoyed.

At the end of the day some participants who stayed went to STEM land and played few strategic games and were happy.

Programming4matheducator Day 8

Day 8:

The day started with reflections from the previous day and then Integrity lens was introduced, Poovizhi handled the session.

Then the teachers presented their projects.

The closing for the workshop began with creating my new narrative with drawing our hands and coloring in values which we stood for. Then it was passed on to all the participants and they each wrote what they saw in us. Once everyone got their sheet back it was amazing to read all the values.

Then we broke for lunch and the session came to a closure, but the participants had requested to conduct a session on Arduino with snap.

Then the Arduino was introduced (Digital and analog pins) the task was to make an LED blink for one second. Then to blink 3 LEDs consecutively. Once that was too achieved fading the LED was done. The participants had a sense of accomplishment with wires and bread boards and LEDs. Then Ram stood up and gave a spiel of thanks for the organization team and invited us to Sitiling.

Programme4MathEducator Day 6

In the morning session the insights from the previous day tool CFSR (Consious Full Spectrum Response) tool was processed by Poovizhi.

Couple of insights on CFSR (Consious Full Spectrum Response) are:

When I designed my project using the CFSR sheet I was able to see the challenges that would come when doing the project. It was clear and got more clarity about the project.

Then we did the tool Commitment for action behind complaint handled by Poovizhi and Naveen. This tool is about the three types of complaints and the way how the conversations can be shifted. After the insights from this tool we had a break.

After the break, the technical session was Scratch.

In Scratch, Triangle Inequality, Algebraic Identities handled by Sundar and Square of number and Cube root projects by Ranjith.

After the lunch break, we watched ‘Story of Solutions’. Murali took over the session in GeoGebra on Pythogoras therorem, Pie chart, Reflection and Refraction, Solar system and animations.

Solar System Project

Pythogoras Theorem

Pie chart

At the end of the day participants learnt to use functions (blocks) in Scratch, how to find square root of a number and made their projects and most of them were able to do animations in GeoGebra.

Programming4matheducator

DAY 4

The Morning session of Day 4 started with insights that the participants learned in the previous day, which was followed by a video “Story of Stuff”.The Story of Stuff is a short animated documentary about the life cycle of material goods. The documentary is critical of excessive consumerism and promotes sustainability.

Later a session was taken by Naveen where he taught the methods to draw graph and Coordinate Geometry using GeoGebra and some tasks were given to the participants. The participants were excited when different projects of the 9th graders were displayed by Arun.

After returning from Lunch , a short video on Semour Papert was shown.The Video was about how Papert recognized that computers could be used not just to deliver information and instruction, but also to empower children to experiment, explore, and express themselves.

The next session on GeoGebra was handled by Murali which included concepts like drawing shapes, midpoint and interactive inputs. The day was closed with a Quotation.

 

Programming4Matheducators Day-5

Day 5:

As usual we started the day with the insights from the previous day. The tool for day 5 was CFSR (Conscious Full Spectrum Response) which was handled by Arun.He explained the 3 circles of Solution,System and cultural shifts,values/Stand.The participants were asked to fill CFSR relating to their own projects.

After the morning break,Few of them presented their projects in scratch which they made at home.Then everyone made their daily plans.Then we had scratch session where Pratap handled the number line integers .The participants were asked to make their own number line integers using the blocks such as sensing, operators, variables, pen. Then Ranjith showed the vernier calliper project made in scratch and also he explained the working principle using a real vernier calliper that we use in stemland.

 

The Afternoon session started with a video “What makes us feel good about work (21 min)” which was translated in tamil by Ramkumar(participant). After the video, We started geogebra session.First we asked the participants to make an equilateral triangle using the center point,radius and intersection point of two circles.Then we asked them to find the ratio between perimeter of the circle and polygons inside the circle and note the observations in the inbuilt spreadsheet.

 

 

 

 

 

 

 

 

During the evening session Naveen handled the Alice basic course.He showed some projects made by the children and then he taught the basic functions such as movements, backgrounds, looks, etc.., At the end of the day we gave them some tutorial videos to learn Alice. Finally we ended the day with the participants making their assessments for their plans and daily reflections.