2019-12-02 Emacs news

EmacsConf 2019 videos out! (Reddit) – Videos, Invidio.us, Youtube

Links from reddit.com/r/emacs, r/orgmode, r/spacemacs, r/planetemacs, Hacker News, planet.emacslife.com, YouTube, the Emacs NEWS file and emacs-devel.

2019-11-25 Emacs news

EmacsConf 2019 videos now out! (Reddit) – Videos, Invidio.us, Youtube

Links from reddit.com/r/emacs, r/orgmode, r/spacemacs, r/planetemacs, Hacker News, planet.emacslife.com, YouTube, the Emacs NEWS file and emacs-devel.

Weekly review: Week ending November 22, 2019

  • Us
    • W- broke the pop-up stopper in the process of replacing the aerator, so he ended up replacing it too. I need to learn all these things!
    • We made applesauce from scratch. It was a good opportunity to compare different types of apples.
  • Language
    • I wanted to help A- learn how to write “a” and “b”. She likes saying “Boo!” and she enjoys it even more if I say “Aah!”, so I came up with a game where she had to write “boo” and “a” on paper to make tickets. When she handed me the appropriate tickets, I hammed it up and pretended to be terrified of her. It worked pretty well! We went through a lot of paper because she wanted to write so much.
    • We checked out 22 books from the library. I requested quite a few books from the library’s new Vox collection, which are books with attached readers. The speaker is small, so audio quality is a bit meh. I wonder what it would be like with a bigger speaker plugged in.
    • We played the ticket game again. A- wrote “boo” and “aaa” tickets, which we acted out. She also wrote a couple of “go” tickets, so I ran quick loops.
  • Art
    • “We are building a robot.” – A- and JW- playing with blocks.
  • Self-care and independence
    • We put faces on A-‘s shoes to help her make sure they were on the right feet.
    • A- asked me to walk on her right side so that she can see me. She’s blind on her left side, so she prefers to have the wall or the houses there.
    • I took A- to the dentist because she reported that her teeth were itchy. The dentist said that her teeth are still okay, and the tooth decay we’ve been monitoring is also stable. Might be due to mouth breathing because of congestion, or maybe allergies.
  • Eating
    • We had finished all of our snacks and A- was still hungry, so she chose to try a taco. (“Yummy!”) She was still hungry after that, so we had a muffin. In the evening, she happily talked about going out for lunch.
  • Sleep
    • A- stayed up so late. She wanted to sleep in a pretend bassinet, and then she wanted to snuggle, and then she wanted to talk, and then she wanted to sleep on the crib mattress… She just needed a limit. When I was firm, she cried for a little while and then fell asleep.
    • A- had a rough day. She pushed another kid at school because she wanted to sit on the letter A and the other kid didn’t want to move, so she had to spend some time on the cool down couch. She’s been staying up late these past few nights, so I think that’s part of it. She wanted to spend the afternoon with me instead of being dropped off at the flexible childcare program. At home, she had a few meltdowns about not wanting to go to school because she was tired. She still resisted going to bed, wanting me to read lots of books and talking about how she missed W-. She fell asleep at 6:40pm. I think it might be worth nudging her more firmly to bed in the evening. We had experimented with doing productive things like getting groceries or cooking in the time between dinner and sleep because she had kept resisting bedtime, but the old approach seemed to have worked better.
    • A- only went to sleep when I got mildly grumpy with her.
  • Emotion
    • I was going to read Where the Wild Things Are to A-, but she was terrified of the monster on the cover and wanted me to return the book to the library. As we were talking about her feelings, she took the opportunity to tell me that she was also scared by Little Robot and by Journey. Little Robot had a scary robot chase as well as a locked-up situation. I asked her what she found scary in Journey, and she said it was the cage. She fell asleep in my arms after lots of reassurance from me. Being scared is tiring! I’m putting those books away for now, and we might ease into them again when she’s older. I’m glad we can talk about these things!
  • Household
    • A- still wasn’t sleepy, so we made a batch of macaroons while W- prepared a few meals for the week.
    • A- helped me make duck pot pie.
  • Social
    • A- said, “I want to have a long talk.” She shared her discomfort with one of the kids who often wanted to play with her when she wanted to play by herself, and we talked about some things she could try. I want to work on helping her come up with ideas for solving problems.
  • Cognition
    • I was surprised by how well A- did at the subtraction, reading, and general question flashcards JW- had. The two of them patiently went through one side of a Brain Quest deck with me, answering practically all the questions. A- recognized a number of words by looking at the letters or listening to me sound them out, and she solved problems like “If you have 8 keys and lose 2, how many do you have left?” She might have been silently using the visual cues on the flashcard (counting the number of un-crossed-out objects), but even if she was, that’s still cool.
  • World
    • A-‘s kindergarten readiness program had a workshop at the library. The librarian did some songs and rhymes, read a few books, and gave us a tour of the library’s section for children’s books. One of the books that the librarian read was one we had also borrowed, so A- perked up and said, “We have that one at home!”
    • “I only have six dollars. Can I please order [a LEGO set] online?”
  • Other
    • A- walked back home from the organic food store without gloves or a jacket. I had them. She just didn’t want to wear them.
    • We tried looking for extra-small gloves at MEC, but they didn’t have any.
  • Oops
    • I almost lost A-‘s shoes because they fell off her feet while she was asleep. Fortunately, I found them when we doubled back: one on the sidewalk, and one at the bus stop!

Blog posts

Time

Category The other week % Last week % Diff % h/wk Diff h/wk
Business 2.7 6.3 3.6 10.6 6.1
Discretionary – Play 1.7 3.8 2.0 6.3 3.4
Discretionary – Family 0.1 1.1 1.0 1.8 1.7
Discretionary – Social 0.0 0.6 0.6 1.0 1.0
Sleep 34.7 35.2 0.5 59.2 0.8
A- 41.8 41.5 -0.4 69.7 -0.6
Personal 5.6 4.1 -1.5 6.8 -2.6
Unpaid work 6.0 4.4 -1.6 7.3 -2.7
Discretionary – Productive 7.4 3.1 -4.2 5.3 -7.1

Weekly review: Week ending November 15, 2019

  • Kaizen
    • I read Deep Work and started thinking about what parenting could look like if I treated it as seriously as the academic and business examples from the book. What could deep work, deliberate practice, and rapt attention look like in terms of caregiving?
    • W- thought about all the snow that’s forecast for tomorrow. He brought the shovels to the house and made sure the sled was easy to access.
    • I learned more about how to make REST API and COM requests in Python. Very promising!
    • Following a pointer from The Knowledge Gap, I checked out Core Knowledge Language Arts’ resources for preschool. I liked the detailed list of skills and the recommended books, music, and art. I want to incorporate some of those into A-‘s learning.
  • Us
    • I finished reading “Happier” (2007) by Tal Ben-Shahar. It got me thinking about meaning, purpose, and strengths; how to nourish the feeling of time affluence; how to sprinkle happiness boosters throughout my week; and how to apply appreciative inquiry to parenting as well as teach A- to do so too.
    • We knew A- wouldn’t sleep for a while, so we bought groceries and cooked curry.
    • One of the other parents gave me a LEGO kit for A-. She had gotten a good deal on the LEGO and wanted to thank me. We should think of something to give back. I know, she likes coffee.
    • I read a little more of Overwhelmed. I feel really grateful that W- is so awesome. For my part, I’d like to develop more life skills so that I can share the load better, and get more used to giving myself permission for leisure and exploration.
  • Gross motor
    • A- tried throwing the beach ball with one hand. She could throw it pretty far.
    • A- had so much energy before bed. She did lots of forward rolls, even kicking off the wall.
  • Fine motor
    • A- worked on building the LEGO Easter Egg Hunt set. She helped find pieces and put them together. She described the process that was illustrated at the beginning of the instructions.
  • Language
    • “I got lots of nibbles. Can you write that down?”
  • Art
    • A- was curious about erasers, so we used pencils to shade paper and then we erased shapes and lines.
    • A- spent some time playing with the piano. I guided her to imagine that her hands were friends running towards each other, jumping around, and so on.
  • Self-care and independence
    • A- wanted me to read a few more books and was a bit discouraged because she couldn’t read them by herself. I want to reflect on bedtime a bit more to see if there’s a better way for us to do this. Maybe I can move independent play practice time to the afternoon and do more snuggly reading after bedtime.
    • A- really wanted to eat her yogurt with a baby spoon instead of the metal teaspoon I offered her, so she got into her tower and I helped her wash it.
    • The drop-in centre near school closes from 1pm to 2:30pm, so I offered A- the choice of signing up for flexible child care so that she could keep playing during that break, or going with me to the library or a different drop-in centre. She wanted to keep playing there. I completed the intake form and left her playing with her teacher from class and two of her classmates. When I picked her up at 2:30, the childcare workers said that she had behaved well. She wanted to join the other kids for snack time, so we stayed around for that and some more playtime. She fell asleep on the way home.
    • The doctor suggested removing the carpet to help with allergies, and using hydrocortisone to help with A-‘s rash.
    • A- and I were snuggling. A- leaned forward and bonked my glasses. That hurt, so I said oww. She immediately backed off, stopped playing, said she was so tired, and tucked herself into bed.
  • Emotion
    • A- got a little hangry in the afternoon. She had started out upset because her regular pants got wet when she shoveled snow without snow pants on, and that evolved into a full-blown tantrum when we found out that the ham I had been thinking of giving her had already gotten finished by someone else. She eventually calmed down with lots of potatoes and yogurt, and we talked a little about what it’s like to be hungry and angry.
  • Household
    • In her kindergarten readiness class, we helped the kids roll out and cut shortbread cookies.
    • “I’m not so happy with store-bought bread. … We should make it more often.”
  • Social
    • W- looked at Popo’s tenant’s washing machine while A- and I hung out with Popo and Gung-gung. A- is more comfortable with Popo than with Gung-gung, but I’m sure they’ll eventually get the hang of each other.
    • A- told us about her complicated feelings about one of her friends.
    • When I picked A- up from class, she was excited to tell me about her friend, R-. She wanted to play with R- after school, but R- was still in the classroom because of the parent-teacher interview. R- and her mom headed home after school, so we didn’t get to play with them. Still, it was great to see A- so happy about one of her classmates. She told me how they played with cars.
    • I drew our plan for the day and decided that a stroller would be the best way to cover the distance. A- said, “I scribble out the stroller.” She wanted to ride in the sled instead, but there wasn’t enough snow. I’m glad she wanted to propose changes, though!
    • “The babysitter is too boring.” I wonder what I can do to help A- learn how to ask babysitters for what she wants.
  • Pretend
    • A- pretended that a cardboard box was a car. She said, “I’m driving to the Great City. I will need to stop for gas.”
  • Cognition
    • W- used finger-counting to guide A- in exploring questions such as “How many threes are in six?”
    • A- wanted to play with tangrams. She completed some shapes with a lot of help.
    • A- was interested in a large 30-piece floor puzzle with irregularly-shaped pieces. I helped her put together the edges, and then she placed the inner pieces by referring to the picture on the box.
  • World
    • A- liked leaving footprints in the light snow.
  • Other
    • We attended the Remembrance Day ceremony at the Royal Conservatory of Music before class.
    • It was interesting observing A-‘s kindergarten readiness class. During free play time, she focused on feeling the magnetic letters repel each other and checking which surfaces worked with the magnetic letters, even when her classmates ran all around her. During carpet time, she stayed in the corner and didn’t do many of the hand motions, preferring to cover her ears when she anticipated particularly loud parts. She scrambled to the front when the teacher started reading a book, though, and often spoke up when she couldn’t see the book.

Blog posts

Time

Category The other week % Last week % Diff % h/wk Diff h/wk
Unpaid work 2.1 6.0 3.9 10.0 6.5
Sleep 31.0 34.7 3.8 58.0 6.3
Personal 3.8 5.6 1.7 9.3 2.9
Business 1.9 2.7 0.8 4.5 1.3
Discretionary – Family 0.0 0.1 0.1 0.2 0.2
Discretionary – Play 2.3 1.7 -0.6 2.9 -1.0
Discretionary – Social 0.6 0.0 -0.6 0.0 -1.0
A- 43.4 41.8 -1.6 69.8 -2.7
Discretionary – Productive 14.8 7.4 -7.4 12.3 -12.4

Weekly review: Week ending November 8, 2019

  • Kaizen
    • I finished reading the play therapy textbook. I’d like to get the hang of child-centered play and helping A- work through stuff, hypothesizing about what she might be thinking, and inviting her to explore alternatives.
    • I experimented with using the Canva app to document our day. I like the way that I can set up picture slots with different categories.
    • I added an image field to my journal database. It seems to do a good job of capturing the file name from a selected image.
    • Hmm, selecting images in Memento Cloud won’t work because the app tries to back up the images to the cloud, so it runs out of space. I might need to think a bit more about the workflow I want.
  • Us
    • I refactored my Python code for estate planning so that it could process different scenarios based on a table.
    • I tried out Jupyter notebooks and graphed my journal categories by date.
    • I read about text classification methods.
    • I finished reading 12 Best Practices for Early Childhood Education. It was a good reminder to believe in the competence of children and to value focus over schedules. I also want to work on conversations, projects, and documentation, maybe taking more of an intentional research stance. Much to learn…
  • Gross motor
    • A- made real snowballs and had fun throwing them at me after checking that I was ready for them.
  • Fine motor
    • We tried out the 5-star mode in Cursive Writing Wizard, which makes things progressively harder. A- can complete straight lines when only the starting points are shown, but she can’t do curves with the accuracy needed by the program.
  • Sensory
    • I found the container of glass pebbles that I had bought before. A- really liked pouring the glass pebbles from one container to the other, feeling them rub against her fingers, and pretending they were pocket change.
    • We blew giant bubbles on the porch. The bubble solution was old, so we had a harder time making bubbles, but we still got a few medium-sized ones. A- figured out how to work with it before I did, and delighted in teaching me. She also had fun kicking the bubbles.
  • Language
    • After kindergarten readiness, we stayed at the library and read lots of books. We also spent some time playing at the drop-in centre.
    • A- sounded out the reversed letters she saw on the library window. “L-I-B-R-A…” (and here she walked to see the rest of the letters) “…R-Y. Library!” That’s probably part reading, part memory, and part guessing from context. Pretty cool!
    • We practised spelling three-letter words using magnetic letters on the freezer.
    • A- wanted to practice signing in by tracing the letters of her name.
    • “I have an awesomeness dial and a funny dial. I have dials all over me.”
    • W- helped A- pair up jigsaw pieces with words and pictures.
  • Self-care and independence
    • A- likes making her bed so that the quilt is flat and covers her pillow a little bit. She also likes to make sure there’s space between her mattress and my mattress, both of which are on the floor.
    • At bedtime, A- and I watch a couple of short videos, talk a lot, and read many books. When I approach my limit and want to nudge her along to bed, I tell A- that she’s in charge of entertaining herself and I’m in charge of myself. Then I switch to reading a grown-up book so that she can get used to independent activity and that she’ll also see me reading. She’s taken to switching off the lights and tucking herself into bed in order to get me to stop reading, which is fine by me.
    • Music class became a drop-off class. I offered A- a hug before she went in, and she declined. So far, the kids seem to be doing fine. I used the time to do Emacs News and catch up on my journal.
    • The music class changed to a drop-off class. I put together Emacs News and chatted with another parent while waiting outside. A- handled it just fine on her own. After the class, A-‘s music teacher complimented her on her listening skills.
    • A- is slowly growing more independent. She likes making her bed, and she insists on having some space between her mattress and mine. She fell asleep in her own bed two days in a row, although she still wanted to hold my hand as she fell asleep.
    • A- used a kitchen towel to try to wipe up the mess she made while experimenting with blueberries, yogurt, and seaweed. She also frequently wiped her hands while eating. I think she might be getting the hang of this.
    • A-‘s ocularist showed us Elli the Elephant, a special stuffed toy that also has an ocular prosthesis. A- was so happy to see a toy like her. We’ve written to ask for one too. He also adjusted A-‘s scleral shell so that it’s a little smaller.
    • A- got the CD from the library book and asked me to put it in the CD player. She followed along with the page turn signal and a bit of prompting.
  • Eating
    • A- experimented with putting yogurt on seaweed and wrapping it up into a small packet. She liked slurping the yogurt and then eating the seaweed afterwards. She handed each of us seaweed and said, “Everybody science!”
    • A- ate lots of lentil soup, salmon, and watermelon. She liked thinking of the lentil soup as baby food, since we had pureed it.
  • Sleep
    • A- slept a couple of hours later than normal. W- came home late because of traffic, and A-‘s schedule was also shifted because of her tantrum and nap.
  • Emotion
    • A- was having fun playing peekaboo with a scarf, sometimes draping it over my head. When it got a little too stuffy because she was holding it down, I said, “No, thank you,” and stopped playing the game. She had a long tantrum (probably overtired) and eventually fell asleep.
    • A- threw the kitchen towel on the floor and asked me to pick it up. I told her that I didn’t want to play that game. She fell asleep on the floor midway through a tantrum, and continued the tantrum after waking up. The tantrum shifted to being about not wanting to be on her feet. As usual, I offered to snuggle her sitting down, but I didn’t want to carry her for long. She really wanted to be carried. When I needed to go to the bathroom, she crawled upstairs with me, still having a tantrum. She eventually calmed down after I set out dinner and started eating. She wanted me to feed her. I fed her a bit to take the edge off, and then she fed herself.

      I’m still a little divided about not carrying her. On one hand, she finds it hard to calm down on her own, and co-regulating is probably good. On the other hand, she’s having the tantrum because I gently set boundaries when she doesn’t want to walk around and do things for herself, so I don’t want to reinforce that, especially as a result of a tantrum. Besides, she’s getting a bit heavy and hard to carry. That’s why I offer to snuggle her sitting down, but she really wants to be carried. It must be hard being a three-year-old. She sometimes talks about wanting to be a baby. When we’re both in a good mood, I sometimes play along and snuggle her extra. Things to think about more… Maybe I can get better at offering a snuggle when I detect she’s starting to lose her emotional balance.

  • Household
    • We tidied up the garden and got it ready for winter. A- liked bringing the cuttings to the bin, and she also helped bring the tomato cages to the shed. I didn’t put much time into the garden this year, and we didn’t learn from it as much as we could have. Still, it was good to have tomatoes and chives from the garden.
    • A- helped us tidy up the garden. She liked taking the trimmings to the bin, and she even helped me carry tomato cages to the shed.
  • Social
    • We’ve been experimenting with using the same sharing/turn-taking rules at home as the drop-in centres. Instead of invoking ownership (“It’s A-‘s playdough, so she gets to choose.”), we’re trying out waiting for turns and looking for other things to offer or to do.
    • A-‘s regular babysitter does an interesting job of leading A- in play by telling stories while she demonstrates how to build with Duplo. I wonder if I can try a similar technique to occasionally raise A-‘s level of play.
  • Pretend
    • A- pretended to be her music teacher, consulting her notes (really, a grown-up book) to see what songs to sing next.
    • A- pretended to measure different ingredients during water play. She mentioned flour, salt, olive oil, sugar, baking powder, and cinnamon.
    • A- pretended to deliver packages just like in the Digby Dog book.
    • A- wanted to watch the Lego pizza video again, but I wasn’t keen on it because it was just entertainment. W- diverted her by pretending she was pizza, smoothening her out and sprinkling toppings. She had lots of fun with that. W- played with her for around half an hour. When he excused himself to do other things, she quieted down. I misread her mood and headed in for more horseplay, so she tossed a few puzzle pieces at me probably out of reflex. We got in sync, watched one more video, and then settled into bed.
  • Cognition
    • A- and I checked out the activities in gcompris. We weren’t too keen on them, so I’ll probably want to look around for other Android or web-based apps, or maybe even learn how to make my own.
    • A- breezed through all eight stages of the RelationShapes game on the tablet.
    • “I have some yogurt and then I have a blueberry. I’m making a pattern.”
  • World
    • I was a little frustrated because A- wanted to put all the eggs into water and also pour water on bread. Fortunately, W- helped me calm down by reminding me that it was just stuff. He noticed what A- was doing and chatted with her about what she was thinking about. It turned out that she was recreating a video about checking if eggs were still fresh, and another video about resuscitating bread by wetting it and then baking it.
    • A- wanted me to make boy and girl playdough figures. Then she asked me how bladders work, so we put tiny playdough urinary systems on top.
    • We visited A-‘s Popo. A- had lots of fun eating snacks and playing with stuff while I showed Popo pictures and helped her with her phone. I told Popo about A-‘s interest in how the body works. A- pointed out that she was chewing her food with her teeth. I asked her where the food would go next, and she said, “The esophagus!”
    • Anticipating snow: “I want to see what’s outside today!”
  • Other
    • I started thinking about what a good first computing experience might be for A-. I figured that it might be interesting to look for positive ways to use technology, especially since we can modify it to fit what we want. I checked out gcompris, but I wasn’t too keen on it. It might be interesting to play with simple word processing, reviewing videos and pictures, maybe learning spelling, working with math manipulatives, and maybe some programming together later on… A- wants to learn so much. If I make her some tools for exploring, I wonder what she’ll do with them. We’ll still do lots of real-life stuff, but it might be interesting to add digital tools.
    • I made a collage of captioned snow-related pictures for A-. She noticed it when she came down in the morning and immediately asked W- to read it to her. She also read it to herself.

Blog posts

Time

Category The other week % Last week % Diff % h/wk Diff h/wk
Discretionary – Productive 7.3 14.8 7.5 25.0 12.6
A- 42.7 43.4 0.7 73.4 1.2
Discretionary – Family 0.0 0.0 0.0 0.0 0.0
Discretionary – Play 2.4 2.3 -0.1 3.9 -0.2
Discretionary – Social 0.9 0.6 -0.3 1.0 -0.5
Unpaid work 2.5 2.1 -0.4 3.6 -0.6
Business 4.3 1.9 -2.4 3.2 -4.0
Personal 6.4 3.8 -2.5 6.5 -4.2
Sleep 33.5 31.0 -2.6 52.3 -4.3

2019-11-18 Emacs news

Links from reddit.com/r/emacs, r/orgmode, r/spacemacs, r/planetemacs, Hacker News, planet.emacslife.com, YouTube, the Emacs NEWS file and emacs-devel.