A truly beautiful book about what is certainly a terrible and often terrifying collection of illnesses. Our family, like almost all families, has wrestled with cancer and wrestled with the scary and frequently devastating treatments that hope to kill the cancer before they kill the patient. This book provides a rich and illuminating context for those struggles, giving a palpable sense of the diseases and how our understanding and approaches have changed and how they’ve stayed the same. Mukherjee’s story telling is deft and compelling, sharing a complex and often very technical history in a way that remains personal, compelling, and accessible. It at times borders on the poetic, but without ever becoming sentimental or maudlin.

While this is technically about cancer, the book provides valuable insight into the complexities of medical research, whether scientific, mathematical, political, or social. We’ve made huge strides in so many areas of medicine in the last two centuries, but we rarely appreciate the oft tortured, surprising, and complex channels wended along the way. Yet to understand cancer and cancer treatment, and important challenges such as antibiotic resistance, and drug R&D, funding, testing and approval, it’s critical that we have this sort of context.

So most highly recommend; absolutely one of the best books I’ve read.

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An interesting history of Red Cloud and a moment where the northern plains Indians briefly stemmed the tide of the U.S. advance across the west. Like so many of these histories, it’s frustratingly thin on material from the Indian perspective, despite the existence of an “autobiography” of Red Cloud that apparently played an important role in the writing of this book.

So I found the book interesting and I learned some valuable things about that history, but in the end really wanted to read Red Cloud’s “autobiography” directly.

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This weekend was the world premier (doesn’t that sound grand?) of our son Thomas’s play “The House of Atreus”. He wrote the play for the Morris Area High School (MAHS) folks to perform as their entry in the annual One Act competition, and it was a really wonderful opportunity to give back to the theatre program that was so valuable to him during his time at MAHS.

The play is a challenging one to perform, involving a lot of monologue from the four leads, and a lot of synchronized response from the chorus. There’s not a lot of action, as the play emphasizes ideas instead of car chases and love scenes. The cast really rose to the challenge, though, and managed to own these complex concepts and stories.

I’m particularly grateful that teacher/director Seth Kelly was willing to work with Tom on this. Not everyone would be willing to take a flyer on a still-being-written play by a college student. Mr. Kelly, however, was incredibly supportive of Tom’s writing, and was then able to help his student actors inhabit these complex characters and make the play really work on the stage.

All this would have been totally wonderful if all that happened were the two performances at the high school. Today, however, they took the play to the one act sub-sections and won first place! This qualifies them to go on to sections next Saturday (8 Feb). If they can take first there as well then they perform in the state event on Friday the 14th! Taking first at sections is tough as the competition is likely to be stiff, but a parent can hope :-)

Congratulations to Thomas for writing such a cool play, and to all the MAHS folks that brought it to life on the stage!

We really liked Mr. Kelly’s description of the story in the program:

This bold and honest Greek drama is a tragedy within a tragedy, focusing on Agamemnon’s children. Agamemnon, a hero of the Iliad and the Odyssey, has no shortage of heroic feats and triumphs under his storied belt, but his children’s struggles are more complex. In popular mythology, these four siblings are rarely given depth, often acted upon as pawns, and usually treated as victims rather than individuals. This play gives them the voices they lost millennia ago.

Iphigenia, Chrysothemis, Electra, and Orestes must face the terrible realities of their existence in order to make peace with their lives. As they bravely face the trauma of their pasts, they grasp for hope’s elusive grip. The truths they stumble upon along the way are as relevant today as they were in ancient Greece.

and his “Director’s Note”:

I knew that selecting a Greek play for our One Act this year was ambitious. After all, stripping actors of all physical objects and elaborate scenery leaves them with little but their own dramatic imaginations to carry the story. That said, at the production’s onset I couldn’t have fathomed the intensity we eventually found in these stories and characters. I’m tremendously proud of our cast and crew, and I would never have burdened them with such a complex and challenging script if I didn’t have faith in their ability and dedication.

We are pleased that this year’s show was written by MAHS alum Thomas McPhee, who currently studies Theatre and Writing at Hampshire College in Amherst, Massachusetts. I am delighted that his passions have continued to inspire us beyond his tenure here, and I sincerely hope this won’t be the last time he lends us his talent.

It is also worth noting that, as in all Greek tragedies, very weighty themes abound in this show. At its best, tragedy informs the audience how we might improve the business of our own fleeting lives, therefore an ever-present, foreboding sense of mortality drives these stories. We recognize that these concepts might be difficult for younger children to digest, so please don’t feel locked in to your ticket purchase if, knowing this, you’d rather not have your children hear about violence, war, sacrifice, death, and revenge. We understand! The ticket taker can refund you if you leave before the show begins.

StackSort connects to StackOverflow, searches for 'sort a list', and downloads and runs code snippets until the list is sorted.

Internet nerdom being fairly OCD, someone (Gregory Koberger) of course went and implemented this, and it works!

As Gregory says, this is potentially a security nightmare waiting to happen, so it’s not clear that you should actually run his code. Being a brave and foolish (and somewhat careful) soul, however, I’ve fallen on this sword so that you don’t have to, and I can confirm that it works. After trying several dozen StackOverflow pages (most of which yielded either “Could not extract a function to run” or “Contained potentially bad code”), it stumbled across a working version of Quicksort in JavaScript.

Ta Da!

The success of this approach, however, does suggest interesting things about how people approach certain kinds of problem solving these days. Where “old people” like me would have bought a book to learn something new, my students are much more prone to assemble a patchwork understanding from tons of Googling. While I think this often leads to a quite fragile and incomplete understanding of the topic at hand, it is often sufficient to get them through what is assigned. In other words, they’re very skilled at answering the question that was posed, which was itself often somewhat shallow because that’s what we all have time for. So while faculty would like to think that we’re creating experts (whatever that means) in certain topics, we rarely have the time to give them assignments and tasks that require a deep level of expertise.

In the land and time of books, we might have believed that everyone read and understood the 8 assigned chapters, but the assignments almost certainly didn’t strictly require that. In fact I’m willing to bet a whole lot skimming actually went on that was not so different from the Googling that happens now. The difference is that when I skimmed a book, there was a reasonably coherent thread connecting the dots that were touched on. “Skimming” the Internet, however, is a much less coherent experience. The authors, examples, and assumptions aren’t the same from search result to search result. Worse (in computing) the versions aren’t necessarily the same, so we often end up with inconsistent and downright contradictory results! A few years ago I taught a class that used Python 3, and it turned out that almost all Googling pointed us at Python 2 examples and answers, which lead to all manner of confusion amongst my students.

So call me old-fashioned, but I still like a book, even if it’s an e-book, when I’m learning something conceptually new, as I do really appreciate a coherent voice and structure. If I need to remind myself of a library function or piece of syntax, it’s to the Googles. If I’m learning something that’s very similar to something I already know, then I’m happy with on-line docs if they’re well written. If, however, I’m expanding my horizons in more significant ways, a book is still the thing.

It’s a true joy, and I’m really looking forward to being able to read the “finished” work. It’s a project oriented book, though, which means that to really learn from it we’re going to have to play along at home, programming, and experimenting, and analyzing. We’re all going to have to set aside some time for this when it does come out. But it’ll be worth it. And while the claim is that we’ll be learning about Generative Projects or Genetic Programming or whatever Bill decides to have GP stand for when he wraps this thing, we’re also going to learn a lot about software development and problem solving along the way, from someone who’s got a lot of great things to say on those important subjects. So we’d best buckle our seatbelts!

I do, however, have to take issue with a claim Bill makes in the introductory “About this book” section:

This is not a textbook. If your instructors try to use it as one, complain. If they argue, send them to me.

To be honest, it’s turning out a lot more like an anti-textbook. It will not improve your performance on tests. We’ll use “advanced” techniques before we discuss “basic” ones, ignore common practices to focus on more appropriate contingent solutions for specific problems, and may not even touch on techniques your instructors think you ought to know.

Remember, my goal is to support and extend your existing skills so you can productively explore further. Seek comprehensive knowledge and historical grounding in other books. They are full of it.

I can’t help but think he had me in mind when he wrote these lines, and I doubt he’ll be surprised to learn that I’m certainly seriously considering using it in my Evolutionary Computation and Artificial Intelligence course in the Spring. <snigger>

The issue, I suspect, is what one considers a “textbook” and what the point of such a thing is. Traditionally textbooks are big, fat things that provide a “coherent” overview of “everything you need to know about subject X”. I’ve got a bunch of these on my shelves with nice overviews of things like calculus and physics and chemistry. Old things, with a clear sense of what matters and what order it should be presented in.

In teaching computer science, however, things are typically much less clear. What’s “vital” in our field? What’s the “natural” or most pedagogically sensible order to present that material? There are lots of ideas out there, but hardly consensus. And that’s on the introductory material; my upper division electives usually focus on material where there’s even less agreement.

Starting in the late 90’s I started moving away from “traditional” textbooks when I could. I found that the most important part of most of my courses was process rather then content. Most computing textbooks I’ve seen are, unfortunately, much stronger on content than process. There are piles of books full of catalogues of algorithms, but they’re mostly presented like magic tricks, things Very Smart People dreamt up in some strange opium vision, inaccessible to the rest of us. The challenge in my experience is coming up with these visions, the process and the problem solving. So a book like Fowler’s wondrous Refactoring is far more educational in the long run, giving us skills for life instead of a box full of baubles.

The contrast between process and content has been made far more pronounced by the web and its many tools and collections. Young folks (and even this old guy) almost never reach for a book when they want to look something up; that’s what Google is for. The reference value of big encyclopedias of “facts” is greatly diminished when we can so easily find things on-line, but a well-written description of an important process is still a treasure.

Which brings us back to Bill’s book.

He claims it’s not a textbook because he doesn’t plan to cover “every” technique or concept or approach. He’s going to doing things in the “wrong” order. Foolishly, he’s not going to help improve our performance on tests, choosing to instead helping us develop skills that will help us for years to come.

Silly, silly man.

So, yeah, I do want to use Bill’s book in my class, and my students are more than welcome to complain to me or take it up with Bill. I doubt, however, that they will. The writing is opinionated and ornery and humble in all the right ways, and the emphasis on projects and problem solving are the sort of thing our students just eat up. I’m guessing that they’d happily line up behind something like this vs. a more traditional text.

As will I.

P.S. You should check out the book’s LeanPub site (https://leanpub.com/pragmaticGP) and sign up for notification. It’s a great way for people to help delude Bill into thinking that he’s not actually wasting his time.

Or something like that.

Actually, I helped a piece of Jess Larson’s wonderful art become the central component of a book cover, but let us not quibble.

As patient, long-time readers might know/remember, Jess Larson makes very cool art, including a fantastic series of girdles from several years back. There was a showing of her girdles at the PRCA back in 2006, and I had the chance to carefully photograph the show, posting many of the results on Flickr.

Zip ahead several years, and one of these photos caught the eye of the folks at Caketrain as they were looking for ideas for the cover of a new book they were publishing: Tongue party by Sarah Rose Etter. Some e-mails were traded, etc., etc., and Jess and I both happily agreed to have our work (her girdle, my photo of it) used for their cover.

One of the unexpected little treasures that was waiting for us when we got home from Arkansas this week was my copy of the book, and the cover (pictured above) is really wonderful. I love the texture they added as the background and the way they’ve incorporated the text. I haven’t actually read the thing yet, but the pre-press blurbs certainly sound wonderful and I look forward to adding it to my summer reading list!

Thanks to Jess for making such cool art, giving me such nifty things to take pictures of, and being generous about the use of her art in this new context. Thanks also to the kind folks at Caketrain for seeing the work and getting in touch, and for making such a cool cover out of it all. This is another neat example of the value of sharing work on-line with tools such as Flickr; without that none of this would have been possible. I’m not getting paid anything beyond my free copy of the book, but now a whole new set of people will see Jess’s art and my photography, and that’s quite fine in my humble opinion.

Thomas qualified for the state finals last year (along with MAHS student Alex McIntosh), so we had the good fortune to attend last year’s event. The quality of the performances was really exquisite, and I highly recommend the event to any fans of poetry and literature in the area.

Tim Ostby (the other MAHS student this year) placed fifth at the regional. Congratulations to him and all the other students that performed last night! While there were fewer competitors at the regional than last year, the quality of the performances was considerably stronger, and the venue (A Center for the Arts in Fergus Falls) was vastly better than last year’s (a classroom at a regional community college).

A huge thanks to David Johnson, drama coach and english teacher at MAHS. Dave’s been a huge influence and support for Thomas in both theatre and Poetry Out Loud. It’s greatly to Dave’s credit that MAHS has had a student in the state finals of Poetry Out Loud each of the last four years (which is every year MAHS could have competed), with two in last year’s finals. Further, every MAHS student that’s gone to state has placed in the top 6: Anika Kildegaard took 2nd in 2007, Mary Hu won the state competition in 2008 and went on to the National Finals, and Alex McIntosh placed 4th and Thomas McPhee 6th in 2009. In fact Morris is the only high school in the state to place four students in the top 6 from 2007-2009, with no other school has placing more than two. Not a bad track record for a small rural high school. Thanks a ton to Dave for all his support and assistance!

• Models of Computing Systems
• Fuzzy logic and fuzzy sets
• Refactoring

I’ve taught Refactoring several times and have a pretty good handle on that. Fuzzy Logic I’ve taught once before and am pretty comfortable with. The Systems course, however, is one I’ve never taught before and am still struggling with on a number of levels, including the textbook.

Any suggestions and ideas on any of these would most certainly be appreciated. I’ll say a little more about each course below the fold for those who want all the gory details.

Models of Computing Systems This is one of our three core courses (the others being Algorithms and Computability, and Software Design and Development), is a 5 credit course (4 hours of lecture and a 2 hour lab each week), and is intended to expose students to computing systems using a layer model that includes as major topics

• Assembly language and a quickie overview of basic architecture
• Operating systems basics, with an emphasis on processes, process management, and threading/concurrancey
• Computer networks
• System administration, including the installation, configuration, and management of common tools like web servers

I’m planning to use x86 assembly for the first item, and the sysadmin work will happen on Linux boxes. I’m planning (still in a vague way at the moment) to try to use computer security issues to motivate/illustrate a number of key concepts in this course. Things like file system and disk structure can be pretty abstract, for example, but I’m thinking that doing a lab where we see how those decisions lead to lots of “erased” data being recoverable might make it seem more “real” and significant.

I realize that no book is going to cover all these things, and on-line resources plus lecture can provide the necessary background for several of these. This course has typically using a “standard” OS book like Silberschatz, et al, but this is large and expensive and really only addresses one of the four topics. If anyone knows of a good book that would touch meaningfully on more than one of these areas, though, that would be really helpful.

Fuzzy logic This is a 2 credit elective course, and should provide a reasonable background in the theoretical definitions and concepts in fuzzy logic, as well as giving the students a chance to apply those ideas. (My current plan is to write robot race car drivers using fuzzy notions of concepts like fast, slow, near, and straight.)

I’m probably more interested in solid coverage of the theoretical material than the applications side. The students will benefit from a good introduction and reference on the mathematical material, and I can probably handle the motivation and application side in class pretty well.

When I last taught this (Spring, 2006) I used An Introduction to Fuzzy Logic for Practical Applications by Kazuo Tanaka, translated by T. Niimura. That book actually worked quite decently. There were some predictable translation issues, but nothing that we couldn’t manage.

Refactoring This is also a 2 credit elective course. I’ve taught this course several times, and I’m likely to again use a combination of Fowler’s Refactoring and Kerievsky’s Refactoring to Patterns. Fowler is the “standard” in the field; the first five chapters of his book are absolutely classic material on the realities of software development and should be read by pretty much anyone who aspires to write good software. Kerievsky’s book builds on Fowler and does a really nice job of demystifying design patterns, converting them from magical insights codified by geniuses into things you could discover on your own through careful refactoring. When I last taught it I think I had Kerievsky as the required text and Fowler as the optional book. Given that together they still add up to less than $100, I’m tempted to require them both. We have lots of copies of Fowler in the lab, though, so I might just require Kerievsky again. Ideas/thoughts on this would definitely be appreciated.

One of the problems we’ve run into in this course in the past has been attempting refactorings on code with limited automated testing. Without good tests you lose your courage to refactor mercilessly, or you have false courage and end up breaking things without realizing it until (sometimes much) later. With only 2 credits to work with, however, you don’t want to spend two weeks writing unit tests for a system before you can start refactoring it, especially when you don’t really understand what the units are and what they’re supposed to be doing. This time I’m planning to use BDD tools like Cucumber, RSpec, and JBehave this time to more cheaply write high level acceptance/functional tests that exercise the key parts of the system in meaningful ways without getting bogged down in a bunch of poorly understood unit tests. We’ll see how that goes.

Wrap-up

So, there they be. Any thoughts, ideas, or suggestions would be greatly appreciated, especially on the Models of Computing Systems course.

photo credit: Unhindered by Talent

When I edit, I tend to scribble a lot, even when it’s my own stuff (or the writing of people I really like). Last January, for example, I took a set of photos after scribbling all over a paper that Riccardo and I were working on for GECCO. This paper went on to win the Best Paper award in the genetic programming track at GECCO last month, so I’d like to think that all this editing had some value :-).

I posted the full set over in my events account, and I plan on using some of them to show my students that I’m not just being mean to them — I’m mean to everyone, myself included!

This showed up here now because a publisher contacted me about using it in a college writing textbook. I figured I’d clean it up and post the full size version.

photo credit: maessive

First, let’s set the stage:

• I really don’t like the traditional suburban lawn. Tons of chemical, energy, and effort to create and maintain a biologically unstable mono culture so that I can … putt … or something. So, so silly.
• I’m also a big non-fan of petrol powered lawnmowers. They’re noisy, smelly, polluting beasts that beat the crap out of the grass, ripping it instead of actually cutting it.

As a consequence we’ve explored a bunch of alternatives, but none have really worked terribly well. We really liked the idea of reel mowers, but our experience with several of them makes it clear that our lawn is way too uneven and bumpy for a reel mower. Sigh.

What would be perfect would be a solar powered Roomba-like robot mower. WeatherGirl correctly pointed out that this is frequently known as a “goat”; sadly, the city classifies goats as livestock rather than lawn tools, and we aren’t allowed keep livestock in town. Damn.

So, anyone have any ideas for an interesting alternative to buying a stinky petrol powered monster?

Thanks in advance!