I had a prof last year for COMP 1005, the first programming class for non-computer science majors, basically just an intro to Java. I thought she was great, even if she demanded we actually know stuff in order to pass. Plus, she’s very personable,...

I had a prof last year for COMP 1005, the first programming class for non-computer science majors, basically just an intro to Java. I thought she was great, even if she demanded we actually know stuff in order to pass. Plus, she’s very personable, poking fun at talkative students and stuff.

I’ve got her now for COMP 2001, and again, she gives people the marks they’ve worked for. Apparently, the same goes for COMP 3004 (a class I’m not taking), where 75% of the class is failing. This is a month before the term ends, by the way. Apparently, her angry tirade was so vicious that it inspired the above image. Somebody put it on their facebook, and it’s made the rounds among all her prior and current students.

I know you won’t find it as funny as I do, but it had to be shared.

Give me a break.

lacealchemy:

So, I told myself I wouldn’t pull “Condescending Second-Year Science Kid” in my PSYC1001 class. BUT. Butbutbutbutbut.

The first-years on WebCT are so annoying. 

“You know guys, it’s not high school anymore! We have to step up our game!”

Step up your game?  He gave you 20 pages of reading, sweetie. Come on

If my PSYC 1001 course is any indication: Wait for the deluge of messages from people asking for notes. “My computer got a virus and crashed so I like lost everything”, or “I got super sick for the last six weeks and since the midterm is coming up…” or “Somebody stole my laptop!” Sometimes they just post on the message boards, but other times they take the slightly more subtle route and just send a message to everyone in the class roster. Often, they’ll post on someone else’s topic and say “can I get the notes too plz”, or not include any way to actually send them the notes.

It’s awesome because I know the names of a few people who were too dumb to keep checking my website even after I sent it to them once. And some of them are in my classes this year. Good luck out there, you trooper, you. Glad I could give you notes for three of our five classes. Hope you know how to write an essay by now.

Cognitive Science at Carleton: Year 2

Classes for the fall

PSYC 2001 - Intro to Research Methods in Psychology

PHIL 2501 - Intro to Philosophy of the Mind

LING 3002 - Phonology I

COMP 2001 - Intro to Systems Programming

CGSC 2001 - Intro to Cognitive Science

Classes for the winter

PSYC 2700 - Cognitive Psychology

PSYC 2200 - Biological Foundations of Behaviour

LING 2005 - Linguistic Analysis I

COMP 2004 - Programming in C++

CGSC 2002 + tutorial - Theories & Methods in Cognitive Science

[edit: I wish tumblr would put multiple spaces between paragraphs to make my walls of text less intimidating, because I’m bound to write them anyway]

I’ve been surprised before, but officially, I actually only have the one tutorial in the winter. I expected to have a tutorial in COMP 2004, and LING 2005, while LING 3002 is a strong candidate too. Won’t be surprised if I come to class and they tell us to sign up for tutorial times, anyway.

        The one problem with my schedule this year is that I couldn’t fit the french course I wanted into my schedule: FREN 2401 - Mechanics of language: French (liberally translated from fonctionnement d'une langue: le français). Basically, studying the structure, sounds, and so on of both Canadian French and French from France. France French. First of all, I thought it would be interesting, but it would probably help with my french too. In a grammar course, they mainly just tell you “this is how it is.” But a linguistic analysis could tell you why it is that way. The other thing is that I still want to do a minor in French and for that I need four credits, or eight classes. FREN 2401 is a full-year course, and both of the available times conflicted with classes I need for my degree. There are more french linguistics classes beyond this first one, so I’d take those later and fill out my required credits.

        So anyway! Instead of taking some french courses I wasn’t particularly interested in, which is a recipe for disaster and apathy, I grabbed a couple more programming courses. Considering how many jobs I couldn’t apply for because I didn’t have experience with C++, I thought it would be a good idea to get some. Unfortunately, COMP 2001 is required for COMP 2004, which also means I wouldn’t be “learning” C++ until january. Applying for a job that’s asking for a year of experience with C++ and saying “well, I’m taking the course right now…” probably wouldn’t go over well, I’m going to use the wonderful resource that is the internet to introduce myself to C++. I probably won’t have any time to actually work on a project with it in the fall, between class and helping Mako, but I’ll start reading all those AltDevBlog posts about C++ and learn some pro tricks hopefully. Then COMP 2004 can (well, hopefully it will) teach me the rest. And I’ll keep up with Java a bit, because why not? If I do get a summer job as a programmer, it doesn’t matter a whole lot whether I’m using Java or C++.

        Oops, this is getting pretty long. Well, the rest of the classes are pretty self-explanatory. All required for my degree, and they should all be interesting, so yay. Linguistic Analysis II is only offered in the fall, so I’ll be doing that next year and that way I won’t forget everything I did in Analysis I. The tutorial for CGSC 2002 will probably involve Python somehow, because Jim Davies is teaching it. Otherwise, I can’t imagine what we’d be doing. I don’t think we’d be doing actual research in an undergraduate class, that’s all.



        And, of course, my notes will be up on UniNotes as I take them. When classes actually start, or when I go pick up text books (because it would take thirty times longer when classes have started), I’ll be able to tell you more interesting things.

ok look java I know we’ve had our differences in the past

but we’ve had some great times too

so please stop making all of the blue objects in my game go backwards

I don’t even know how you could screw that up

but the red ones work just fine

so yeah

edit1: fixed the blue ones, now the red ones are going backwards

it’s a problem with the sign, if you move something in a negative x/y, the sign gets lost amid all the pythagorean calculations and whatnot

brb fixing it for good

You win some, you lose some

It’s a good thing I’m never going to be making charts in Java, because I would probably be screwed if someone thought Excel wasn’t good enough and asked me to write a new chart program. We’ve had two tutorials now on working with these chart program, and in both of these tutorials I’ve spent an hour and a half trying to get past the first instruction. It certainly doesn’t help that every step in the tutorial is meant to somehow summarize half an hour of work - there are only four or five steps in each. Why couldn’t I just spend ten minutes accomplishing the same work with a little more instructions?

        It’s not like the notes are any help, either. Here’s the entirety of our notes in the “Graphics” chapter. Think you could make a graphing application out of that? So we have bad notes that probably teach less than the Java documentation does (educate yourselves hurr hurr and we’ll just take your money), and we have unclear instructions that are written with the understanding that you’ll waste your time doing it wrong for a while until you figure out the problem through trial and error. What makes it worse is that every tutorial begins with you downloading at least five pre-built classes and then trying to fill in missing functionality. Last week’s tutorial had… 14 classes to download. Most of these have variables like X_AXIS_OFFSET and YEAR_SEPARATION_WIDTH and they’re used in a few places without giving you any real explanation of how it’s meant to work.

        Last week’s tutorial was to draw the chart, and I couldn’t get that working. This week was to do some mouse stuff. Anyway, the chart drawing code was supplied this week, and here’s the formula for the (x,y) of the points on a graph that I spent an hour and a half trying to figure out:

X: ORIGIN_OFFSET_X + i*YEAR_SEPARATION_WIDTH


Y: Y_AXIS_OFFSET + DATA_HEIGHT - DATA_HEIGHT * histogram[i] / maxValue

        The code I had, which was drawing everything slightly off for no reason I ever figured out:

X: (i*YEAR_SEPARATION_WIDTH)+ORIGIN_OFFSET_X

Y: Y_AXIS_OFFSET+DATA_HEIGHT-(aDVDCollection.yearHistogram()[i])

        Why does that multiplication happen? What’s wrong with my code? I could have asked the TA to write it for me, but that really doesn’t help anything. At best I finish the tutorial without learning anything. Or, wait, what was I supposed to learn? How to use the drawLine() method? Or was I supposed to learn how to make a mediocre program after inheriting someone else’s code? It’s the destiny of your average software engineer, after all. Really, though, it’s not really a useful learning experience.

        So what I’m getting at with this boring little rant is this: last semester, I learned stuff in our tutorials and by reading the notes. They were written by the same guy. Clearly he just gave up trying to teach the second course, and figured we’d learn what we need to know through hours spent working on assignments. My instructor (a different guy) isn’t really teaching us a whole lot during class time, either. I mean, there’s some stuff he tells us that’s great, but he’s a professional programmer, not a teacher. If you’ve ever done any programming, you’ll know what I mean by this. You can probably figure out that watching someone do that for three hours every week would be boring as hell.

        So as for the title of the post, last semester was definitely a win, and this semester was pretty much a loss. Doing the assignments and looking at example code from class assignments and the notes has taught me plenty, but did I really need to pay six hundred bucks for it? Technically yes, because I need the course to graduate, but realistically, no. Sometimes you just don’t get what you paid for with post-secondary education. That’s the unfortunate truth.

        All in all, this just reinforces my decision not to specialize in computer science as part of my cognitive science degree. I may as well just teach myself everything I need to know with a tutorial and the official documentation. Maybe I should steal a few of the assignments for the other courses before they’re taken off the Carleton sites to give myself something to work towards…

So I’m in a philosophy class this semester called “Mind, World, and Knowledge” and we’re getting into the “mind” part of the course. At the moment, we’re looking at the debate between Dualism (the mind and body are separate things) and Materialism (the mind is a material thing) and while there are a ton of different positions within these broad categories, that’s the basic gist of it. Thus far in the course, everything we’ve considered has seemed pretty good on its own, at least until we get into criticisms coming from other philosophers. So I’ve been open-minded and accepted that they may have a point with what they’re trying to say.

        Getting into Dualism, it’s been really hard to do that. And that bothers me a lot, oddly enough. What am I learning if I cheer for every little argument against what we’re considering and can’t think of anything but problems with the position? That doesn’t mean it’s wrong, just that I’m looking for it to be wrong, or want it to be wrong, because of my own personal bias. Dualism isn’t literally about some kind of soul or mystical property or another of our minds, but it’s hard to escape the influence when you’re trying to separate the mind as a thing from our brain and our bodies. I’m sure that contributes to my bias against it - in a kind of abstract way, I would certainly say we have a soul or something along those lines, but I’d see that as something that arises out of what we are. As in, you have a soul because you think and hold ideas about things and all of that comprises the “soul” of who you are. I guess I’m saying it’s equivalent to your identity.

        At any rate, that’s a Materialist position (or maybe Idealist…? that’s something about ideas making us who we are, or something) and pretty clearly shows my bias against what we’re learning. It just seems wrong and ignorant to look at this as somehow better than Dualism just because it’s the thing I happen to think is right. It’s a totally natural way to be, and just about everyone is that way. But does that make it right? If everyone is wrong, that doesn’t necessarily make it any better.

        I’m not bothered by the idea that I could be wrong, really - if some form of Dualism turned out to be right, well, that’s just great. Today’s topic, specifically, was a philosopher trying to show that sensations are proof of Dualism. A few of the examples he used were afterimages and pain. Now, I can tell you that there are specific types of nerve fibres for experiencing pain, and if you get distracted you can actually not perceive the sensation of pain your nerves are actually bringing to your brain. I can also tell you that, because of a certain way your eyes work and the neurons for sight work, afterimages are caused when they fire in reverse after a stimulus is taken away. So you stare at the sun and close your eyes, and you’ll keep seeing some colours. This is a purely physical, or material, thing - you’ve got neurons firing and they’re creating this sensation you’re having.

        Dualism is the idea that the mind is somehow separate from the body - so this philosopher was saying that the perception of things such as sounds and etc (sensations) is something that belongs to the immaterial mind, and aren’t equivalent to the causes of the perception - i.e. the sensations. I’m using psychology terminology, but he described it a little bit differently and this is more precise. Anyway, the whole defence against such a “this is what makes you perceive something” argument is this: the cause of your perception (the sensations, neurons firing, etc.) aren’t equivalent to the perception itself. So, the fact that you stubbed your toe and nerve fibres are bringing that message to your brain, doesn’t equal the fact that you, as an immaterial mind thing, realize “ow my toe”.

        That’s all well and good, but that’s why the term perception exists separately from the term sensation. They’re different things. You could have perfect vision, and see everything, and yet think you’re blind, because you aren’t getting the perception part. You might even look at someone while speaking to them, and your neurons are reacting, but you’d still say you don’t see them. But I don’t see that as proof that the mind is somehow different from the brain and the neurons in it and the difference cortices and etc.

        The fact that you can’t see the mind doesn’t mean it’s not there - if I can track every single little thing leading to you feeling pain, why is it somehow separate and special? That’s what gets to me about this particular argument, anyway, but I let it slide when the professor gave it to me as an answer because I don’t want to get the class off track. Things to do and discuss and whatnot. But, really, it’s not that I think the argument is wrong that bothers me. It’s the fact that I can’t bring myself to consider it seriously because I think I’m so smart and have all the real answers already. Well, not consciously. But on some level that’s obviously going on.

        You don’t get a good wrap-up of this post because I have to go to class. Everything I wanted to say is here, so there! Good for you if you wanted to read it. If not, I probably went on for way too long. Ah well.

Recent UniNotes4

So we’ve been covering some cool stuffs in my psychology class recently. You’ll find my notes on motivation (why I became a hermit to do well in school), personality development (raise your kids not to be dumb), and stress (spoiler: it’ll kill you). Next couple of weeks will be mental illnesses - your depressions, schizophrenias, etc. Everyone’s favourite topic, really. On that note, I’ve self-diagnosed myself with every anxiety disorder except Post-Traumatic Stress Disorder (though I’m only lightly OCD) and just about every personality disorder. Hopefully they can medicate those away for me.

        My other class this semester is phonetics, which will be boring to everyone who isn’t a linguist, aka just about everyone. And if you are a linguist you already know phonetics so you probably don’t care. So that sucks I guess.

        But my other other class this semester is philosophy! And that is pretty cool and you’ll probably find interesting stuff in the notes for that. The topic is “Mind, World, and Knowledge” and so far we’ve done Knowledge and we’re about to move into Mind. I can’t really organize those in any meaningful way for you, unfortunately, but check ‘em out anyway. Some of it is boring, some of it isn’t.

        The best thing from PHIL 1301B, however, is definitely Pyrrhonian scepticism. There are three basic parts to Pyrrhonian scepticism: making no assertions, the method of opposition, and the four modes of acquiescence.

  • Making no assertions means that the Pyrrhonist doesn’t claim to know anything - they simply describe things the way they appear
  • The method of opposition is comparing opposing ideas - different religions, or superstitions perhaps, or even political ideas - and because they tend to be equally convincing, judgement is impossible and peace of mind is achieved - this is my new way of looking at my religious beliefs, because it sounds better than “apathetic”
  • The four modes of acquiescence just mean the Pyrrhonian sceptic accepts the laws and customs of their culture, their feelings and biological needs, their instincts, and the expertise of others in order to live their lives

        Check out the last three (or four if you read this on monday) days of notes for more on this. The only really valid criticism we’ve covered would have to be that knowledge of skills - something the Pyrrhonist accepts as “know-how” because it doesn’t involving making assertions - at some point has to involve a bit of “know-that”, or regular knowledge which eventually becomes equivalent to assertions. So being a doctor doesn’t just mean knowing how to treat your patients (know-how) but there’s also knowing facts and things to help you treat your patients (know-that).

        I’m writing a paper about scepticism and how, as far as I can tell, Pyrrhonian scepticism is a perfectly tenable (fancy word for “it works”) position. So COME TEAR IT APART so that I can include that criticism in my paper! However please do check out the notes in case I’ve screwed up somewhere.

edit: also I’ve replaced Q10 with WriteMonkey for writing in peace

edit 2: if you google certain things, my notes show up as results - awesome, except when I’m looking for answers and find my own notes

#AltDevBlogADay: Quality of Life in the Indie World4

Crunch time, as defined by Urban Dictionary:

The interval of time immediately before a project is due, when it becomes apparent that the schedule has slipped and everyone is going to have to work like dogs to try to complete the project in time. Crunch time usually occurs during the period between the next-to-last scheduled milestone (prior to which everyone was able to delude themselves tht the schedule had NOT slipped) and the final deadline for delivery. During crunch time, workers are in crunch mode. Prevalent in the software industry, but used elsewhere as well.

If you’re not familiar, crunch time is (allegedly, anyway) part and parcel of working in the video game industry. There are any number of reasons it might happen, and according to the bitter folk, you’re lucky if it only lasts a few weeks. Even indie developers do it, apparently (see the link). But they basically work for themselves - nobody is FORCING them to work extra hours with no compensation. If you have a deal with Microsoft to put the game on XBLA by a certain date, you might be stuck, and I’m sure it’s the indies who have teamed up with publishers who get into crunch time. At any rate, these are guys who love what they do, but I’m willing to bet nobody loves their work so much that they enjoy working twelve or more hours per day.

        What I realized as I was reading the post and thinking about vael, was that I work for myself too. And I crunch all day, every day, except when I get too stressed out and resort to procrastinating - which only continues the crunch. Why am I always crunching? Because I have nothing else in my life except for school work. I don’t really have anyone to hang out with here in Ottawa, and I’m always so “busy” that I don’t sign in to IM the friends I do have. Fencing is really the only thing I do to relax, and I haven’t been going to that as often as I used to - it’s getting easier to say “I’m too busy to go tonight”. I’m going to go on saturday, for sure, and next tuesday as well. It’s hard to know if I should go on wednesdays and thursdays because sometimes I have nobody to fence with.

        I’m doing really well right now, and everything is totally on schedule, and it’s awesome. But I feel stressed out when I’m not working and I could be. Even if I say “this weekend I’ll work for six hours and play games for two hours, then spend the rest of the night relaxing” I’m probably going to feel awful about that “lost time.” It sucks, and I know I’m not the only one who gets that way, and I’m willing to bet indie devs have some form of that too.

        But it’s not healthy. And I’m going to work myself to death, probably literally, if I don’t do anything about it. We covered the chapter on stress in my psychology class this week, and Brittany came to visit, and she sat me down to chat about how I always seemed pissed off and a variety of other things. Eventually, I told her that I was going to keep working at better managing my time, and through that I’d easily be able to stop being so “busy” and stop isolating myself. I said the same to vael, and I’ll ask you, faithful reader, to do what I asked them both to do: send me a message every once in a while and ask me where the hell I’ve been. Don’t let me get away with being a stressed out hermit and spend all my time “working” without accomplishing a whole lot.

        When I sit down and actually work, stuff gets done, and I honestly shouldn’t have problems getting everything finished. But sometimes I get too wrapped up in working, and when things are going well, I get pretty excited to finish “this one last thing” and then never really stop to relax. So help me out! I’m going to try, but when I slip, I need people to remind me to get back up. Something like that. I’ve always been awful with metaphors.

MY NAME IN SHINING LIGHTS4

Well, if you consider your monitor a bunch of tiny shining lights (pixels) rapidly flashing in front of your eyes. Honestly even if you don’t know my last name, I’m the only Matt on the page, so scroll down a little and look for it.

        This is what I was talking about a few weeks ago! The Language and Brain Laboratory is doing a lot of cool stuff and it seems like I’ll be the one putting together the programs for the experiments. Or helping to, at any rate, when I learn to use the tools. I’m hoping it’s pretty easy, it honestly can’t be that complicated to have a black screen show words with a specific timing and capture a couple keyboard input events. There’s a program for it, and I’m willing to bet it’s designed so you don’t need to be a hardcore programmer to put experiments together, so it ought to be pretty simple.

        Famous last words, I know.

At any rate, here’s what I need to do in the next little while. Unfortunately, most of these have no due dates, so it’s hard feeling really motivated about it.

  • Monday: Linguistics assignment. I have one question left, and I need to print it, so I’m waiting to finish it when I actually have a printer.
  • Thursday: 200 word story in french written in past tense, using the three main varieties of past tense.
  • Write funny instructions for the GLaDOS head cake, then submit it to my Computers teacher so he can build a database of recipes for our assignment.
  • Finish the Oracle of Objects python script for Jim Davies. Need a way to parse the results from that.
  • Check out Presentation to help Masako Hirotani.
  • Take notes on chapter 9 for Psychology.
  • Read chapter 10 for Psychology.
  • Read a couple chapters for Computers.
  • Read ahead a bit for Philosophy.

        Except for the part with Dr. Hirotani, this is all stuff I’ve known I have to do for at least a week. I, uh, haven’t really done much work in the past week. If I HAD been working all of the time, I would probably be able to rent a game and play that in my spare time. It’s all going to get done, of course, I just used my free time tweaking my computer and reading things on the internet. Ah well. Some day I’ll run out of things to check out.

Some random tidbits about my day/recent happenings:

  • I mentioned a long time ago the gender differences between beginner fencers - in retrospect I should have emphasized that this was mainly a thing beginners did, because there’s no difference at all between the more experienced fencers. The girls are as competitive as the guys, if they’ve been doing it for at least a year. The update on this story is that pretty much everyone who wasn’t serious about fencing has stopped coming. I think I’m staying in foil, and I’m the only beginner doing that, because the foil teams were already full. There are two (maybe only one now) girls who stayed for sabre, both of whom I think were aggressively recruited for the team. They’ve been getting a lot of individual training from the coaches. Then there’s two guys who are doing epee, again because that team needed people. And that’s it, about five people of the (if I remember right) thirty or so who paid $80 for the beginner course and club fees. The two girls in sabre (given the nature of the weapon) are as aggressive as any of the guys, so the point I made in the original post is basically moot.
  • I met Dr. Masako Hirotani today to discuss volunteering at her lab. When I first got there she was talking to a student from Japan (she’s Japanese, I believe, though her English is quite good so she may have been born here) about whether you should say “that makes sense” or “that make sense”, except at the speed they talk it’s pretty hard to tell the difference. We spoke for a bit about my skills and interests in regards to the lab, then I went to a meeting with a few of the other students working in her lab. One of whom is in my Phonetics class, the other of whom is the president of the cognitive science undergraduate group thing, and was born in PEI! So that’s cool. We’re looking at doing tours of the lab for high school students so they can learn about how cool cog sci is and stuff.
  • Went to one psychology study earlier today, being conducted by a young guy. Possibly a graduate student doing his own research. He was pretty tired. I should note the way experiments are conducted - to avoid affecting the results by giving you subtle feedback on what you’re doing, the experimenters tell you what you’re going to be doing and then leave you alone to do it. You have to do a lot of training to properly conduct experiments, even if you’re only going to be around the subject for a minute or two - so more experienced experimenters are pretty careful around their subjects. Younger ones less so, and this was the first time I’d been around someone who seemed like some regular person who happened to be doing research.
  • Went to a second study a short time ago. Found out I wrote it down as 4:30 when it was actually at 3:30. The experimenter was again someone young, and she was understandably unhappy. This is where the younger experimenters thing comes in, because I apologized and stuff and she didn’t even acknowledge that I’d just accidentally screwed up. In my (admittedly small) experience, I figured someone older would be more understanding. Could be I’m wrong and taking it personally, but I felt terrible and she did as much as possible to make that worse. On the bright side, I may not be penalized because she said she’d reschedule me in a couple of weeks. An older experimenter would probably just dock the required 1% from me and be done with it.

Anyway, I’m off to help set up the strips for the fencing tournament being held here this weekend. I hurt my leg last week (pushed myself too hard when I was trying to be tough) so I won’t be competing, but I’m probably going to go watch with my parents so they can see what it’s like and I can learn what to expect if I ever get to compete.