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Python is probably the easiest-to-learn and nicest-to-use programming language in widespread use Python code is clear to read and write, and it is concise without being cryptic Python is a very expressive language, which means that we can usually write far fewer lines of Python code than would be required for an equivalent application written in, say, C++ or Java Python is a cross-platform language: In general, the same Python program can be run on Windows and Unix-like systems such as Linux, BSD, and Mac OS X, simply by copying the le or les that make up the program to the target machine, with no building or compiling necessary It is possible to create Python programs that use platform-speci c functionality, but this is rarely necessary since almost all of Python s standard library and most third-party libraries are ully and transparently cross-platform One of Python s great strengths is that it comes with a very complete standard library this allows us to do such things as download a le from the Internet, unpack a compressed archive le, or create a web server, all with just one or a few lines of code And in addition to the standard library, thousands of thirdparty libraries are available, some providing more powerful and sophisticated facilities than the standard library for example, the Twisted networking library and the NumPy numeric library while others provide functionality that is too specialized to be included in the standard library for example, the SimPy simulation package Most of the third-party libraries are available from the Python Package Index, pypipythonorg/pypi Python can be used to program in procedural, object-oriented, and to a lesser extent, in functional style, although at heart Python is an object-oriented language This book shows how to write both procedural and object-oriented programs, and also teaches Python s functional programming features The purpose of this book is to show you how to write Python programs in good idiomatic Python 3 style, and to be a useful reference for the Python 3 language after the initial reading Although Python 3 is an evolutionary rather than revolutionary advance on Python 2, some older practices are no longer appropriate or necessary in Python 3, and new practices have been introduced to take advantage of Python 3 features Python 3 is a better language than Python 2 it builds on the many years of experience with Python 2 and adds lots of new features (and omits Python 2 s misfeatures), to make it even more of a pleasure to use than Python 2, as well as more convenient, easier, and more consistent.

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Hamada and Scott (2001) discussed a CL model for distance learning courses They claim that learning is extricable intertwined with multidirectional activities such as work and play, and that learning is essentially a social activity They argue that position of learning is a process of applying it, because knowledge is temporary, developmental and socially and culturally mediated On these bases, they developed a collaborative learning and teaching (COLT) model to engage students The model required the students to conduct their own research for knowledge creation at local sites; connects students with different cultural backgrounds for direct cross-cultural interface; the collaboration for co-knowing is international; the students employ a much wider range of communication tools; the nal project is not only edited collaboratively, but also presented collaboratively and it intentionally creates a learning environment where participants need to manage uncertainty and uncertain knowledge In all, the COLT model allows collaborative groups to execute tasks that are too complex for one individual to undertake It provides opportunity for students to participate in cross-cultural group dynamics, to articulate, explicate and defend their ideas and hidden motives, and to manage their work ow amid high degree of uncertainty about how the project should be done At the end, they must create an intellectual product collaboratively Organisational learning as described by Patel et al (2000) is the ability of the organisation to collect and use information so that members exploit it to learn and to improve performance They went on to say that learning is something that pervades every individual s life in one form or another Organisations may be capable of learning and such organisational learning may in turn impact upon various aspects of an organisation s performance (Patel et al, 2000) The research discussed the role of IT in capturing and managing knowledge for organisational learning on construction projects known as KLICON The KLICON project s aim was to improve the understanding of the role of KM and how it adds value in the built environment This was achieved by studying the participating industrial organisations to analyse how experience and best practice were being captured The project also used IDEF0 and information models in EXPRESS to enhance understanding of generic construction knowledge and speci c project knowledge They also evaluated the issue of live project and identi ed key KM tools They concluded that KLICON provided an understanding amongst construction practitioners of how knowledge is gained and learning is formalised across the organisational interfaces within a project The role nd appropriateness of IT tools for knowledge capture and management was also clari ed Sadler-smith et al (2000) in suggesting that learning is one of the keys to sustained competitive advantage developed a model for CL in small rms They argued that resource constraints within smaller rms may mean that they sometimes fail to maximise the potential of learning.

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