# Posts by Category

## Thoughts on Australia day

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Today, January 26th, is Australia day.

## Capstone projects

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Capstone projects are a project that senior students (final year students) take on to showcase the skills they’ve learnt in their degree. Sometimes this is called Senior Design Project.

## Coding style

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Coding style is a matter of taste.

## Cybersecurity 101

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An administrator of a large organization that I do some work for recently sent an email trying to find someone who’d made an inappropriate purchase. The email was CC-ed to over 190 people. So I thought I’d write today about some simple things that you can do with respect to email.

## Teaching Java and C++

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The Data Structures course I’m teaching this semester is using both Java and C++ as the language of instruction. The students have more experience in Java than in C++.

## Following instructions

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One of my recent programming assignments in my Data Structures course included these instructions for an assignment.

## Scaling applications

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Cloud services make creating new, scalable applications very easy, at a cost.

## Coding style

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Coding style is a matter of taste.

## Analyzing queues

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During my Data Structures class we are soon to look at the FIFO: a queue. So I thought it might be fun to look at some queuing theory, not the data structures but how queues are modeled.

## Divide and conquer

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Donald Knuth, is a professor emeritus at Stanford University in Computer Science. In text, he wrote one of the most influential series of books called The Art of Computer Programming. While he was writing those books, he discovered typography and text layout and wrote TeX, the “word processing” system that many computer scientists, mathematicians, and engineers use for their writings — though I, like many others, use a simplified version of it called LaTeX.

## In-class exercises

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Yesterday, I had my first class (times three sections) of the data structures course I’m teaching this semester at Fairfield. The class didn’t talk much about data structures, as it was mostly background and process related things. I like to spend some in-class time (“synchronous” time) going through part of the class syllabus, so that the students at least see it once.

## Using GitHub Classroom

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There is always a tension in academia, particularly in computer science, between teaching the theory and teaching the practice. Theoretical computer science is largely mathematical; practical computer science… isn’t.

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## COVID testing

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COVID-19 is still running rampant through the United States, at higher levels than in the initial peak. So why am I OK with going back to in-person teaching?

## Starting projects

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This semester, I’ve been taking the Capstone I students at Central Connecticut State University (CCSU) through their paces.

## Embrace cancel culture

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Cancel culture is getting many headlines recently, so I thought I’d add my two cents worth to the discussion.

## Gray areas

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I was struck by the similar topic areas in two different and disparate podcasts that I listen to.

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## How to report a problem

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Them: "It doesn't work!"


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# Vegetable Lasagne

## Meat loaf

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I started with this recipe, but wanted to use fresh green leafy vegetables instead of the dried ones. I also wanted to give it a bit more bite, so I added some fresh green chiles.

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# Ryan Mason’s meat pies… modulo @kootsoop

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## Open exams and brackets

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Recently, I was told by a senior academic that I should ensure that only about 25% to 30% of the students in my class should be awarded a grade of A, that 40% to 50% are awarded a B, and that the remainder should be C and below. This started me wondering: what is the right proportion per grade? And, once we decide that, how does a teacher achieve it?

## Why is writing hard?

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I’ve been trying to write each weekday morning this year. Things started off well, but now I’m finding it hard to find the time to write and even harder to find the topics to write about.

## Causality is itself

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Correlation is not causation.

## Open exams and brackets

Recently, I was told by a senior academic that I should ensure that only about 25% to 30% of the students in my class should be awarded a grade of A, that 40% to 50% are awarded a B, and that the remainder should be C and below. This started me wondering: what is the right proportion per grade? And, once we decide that, how does a teacher achieve it?