TCEC Season 8: Komodo dominates!

KomodoWinsLast week I posted that the TCEC Season 8 was essentially over even though  Stockfish had (on paper) a chance to win. Now with 98 games played and only two games left the match is mathematically over as well. The smell of fried Stockfish permeates the air--Komodo has dominated! The current score is 2 wins for Stockfish, 9 wins for Komodo with 87 draws. A lopsided match like this is remarkable. Remember Stockfish handily dispatched Nakamura last year. That match saw two games where Nakamura had computer help and two games where Nakamura had pawn odds plus the white pieces. Even though accounts have him playing for the win instead of taking a draw you still have to come to terms that one of the best players in the world had white plus a pawn advantage and couldn't beat Stockfish. Stockfish is that good.

But as strong as Stockfish is to mere carbon based life forms that's just not good enough against last year's winner Komodo. Komodo showed that Stockfish is far from perfect. Sometimes the difference between their evaluation was glaring; here Komodo evaluates the position as -250 while Stockfish has it at -6.18:

TCEC1Chess For all Ages has a post on the second week of TCEC which mentioned some issues in the evaluation of positions. Specifically it said, citing an earlier post, "What happened in game 22 of the final? Stockfish's evaluation was steeply raising, until at move 62 it evaluated its position as +26.13. Komodo agreed to a degree by evaluating it at +4.22. Then two moves later both evals had dropped to 0.00, and it ended in draw. Rather unusual, I would say.". Rather unusual, indeed.

GM Ben Finegold used the term PMG over 25 years ago to refer to a (theoretical) perfect move generator; as in "How would Kasparov do in a 10 game match against a PMG?".  Komodo's domination of Stockfish shows that although Komodo isn't a PMG (it lost 2 games and there might be an evaluation issue) but it is getting so very, very close. While Stockfish's weaknesses aren't exploited by humans, Komodo's play has been another notch higher; even Stockfish is having trouble beating Komodo. That exceptional play seems to have caught the attention of other people as well. Godel's Lost Letter and P=NP blog notes, "If Komodo could hold at least two draws every ten games against any player, then by the rules of the rating system, no player could be rated more than 366 Elo points above it. Thus a rating estimated near 3250 for it now would translate to an absolute ceiling of about 3600, which is the high end of where various of my chess model’s regression lines cross the {y}-axis at {x = 0} meaning perfect play.". I will be curious how much Komodo's rating changes after this match. PMG might be reality in about 10 years.

Kingscrusher posted videos analyzing two games from the match: Game 1, Game 88.

Here are some stories that caught my eye over the last week:

  • In these times, ZeroHege gives a history lesson: "This is likely to be a little tough to swallow for some Americans but The Statue of Liberty - symbolically welcoming the world's tired, poor, and huddled masses - was originally conceived as a Muslim peasant woman.". It goes on to cite Smithsonian magazine, "But the sculptor Frederric Auguste Bartholdi of France, proved unable to sell the idea to the khedive of Egypt,  Ishma’il Pasha. Bartholdi remained determined to erect a colossus on the scale of the one in ancient Rhodes. He sailed to America with drawings of the Muslim woman transformed to the personification of Liberty."
  • Quanta Magazine with the story of how a 50 year old math problem was solved. For those people who don't get why pure math, it's another example of how mathematics which seems to lack practical usefulness can turn out to be very important. "Network sparsification has applications in data compression and efficient computation, but Spielman’s particular problem suggested something different to Kalai. It seemed connected to the famous Kadison-Singer problem, a question about the foundations of quantum physics that had remained unsolved for almost 50 years....As a computer scientist, Spielman knew little of quantum mechanics or the Kadison-Singer problem’s allied mathematical field, called C*-algebras....C*-algebras are an esoteric subject — “the most abstract nonsense that exists in mathematics,” in Casazza’s words. “Nobody outside the area knows much about it.” For the first two decades of the Kadison-Singer problem’s existence, it remained ensconced in this impenetrable realm." But not anymore. The solution of the problem has applications to the Traveling Salesman Problem and "Now, using ideas from the proof of the Kadison-Singer problem, Nima Anari, of the University of California, Berkeley, and Shayan Oveis Gharan, of the University of Washington in Seattle, have shown that this algorithm performs exponentially better than people had realized. The new result is “major, major progress,” Naor said."
  • What's behind the sudden rise in "White Student Unions"? Southern Valley News takes a look: "At least 30 social media profiles of so-called “white student unions” have been set up in the last week, in response to nationwide student protests demanding action to address campus racism. ...It appears that the first of these WSUs was the “Illini White Student Union”, created at the University of Illinois just hours after students gathered for a black solidarity event on campus last Wednesday. Its page has since been taken down by Facebook at the request of campus administrators....Given the rapid speed with which they have emerged, some have questioned whether the groups are really created by students. In a Medium post by the author “Bears for Equity”, it was noted late Sunday that well known white-supremacist and Neo-Nazi blogger Andrew Anglin called for his followers to “[m]ake more of these White Student Union pages on Facebook for various universities. You don’t have to go there. Make one for Dartmouth, Princeton, etc.”".
  • Check out this piece from WHBL.com; it starts out reasonably enough making the analogy between math and cooking. The video goes horribly astray however. It tries to justify "supplementing" the standard algorithms with the Common Core way. The idea is that the new methods give students, according to the video, a better understanding of what they're doing as well as illustrating multiple ways to find the answer.This seems like the reasoning of overzealous math ed majors who lack math understanding forcing a bad idea onto their students. 1. Better understanding how? There's more confusion than before and the other methods really are irrelevant as they go deeper into math. 2. Force feeding multiple methods down their throats takes away time from other math topics, including the standard method which students are weak in. 3. These alternate methods might be appropriate with respect to mental math or remedial math. It has no place on tests of mathematical understanding.
  • The many facets of technology: EAGNews reports on, "Numerous iPads issued to students and staff in Columbia Public Schools are now evidence in criminal investigations, and police are using them to determine who did what, and when...“Each case is different, but for the majority it was sexual exploitation of a child in some form or fashion,” Boone County detective Tracy Perkins told the news site.".
  • Yahoo News has a piece on Massachusetts abandoning Common Core. "The Massachusetts State Board of Education has voted to forego Common Core testing in favor of redesigning its own state exam, an influential move from a national education leader that may hasten the end of a national high-stakes testing era, while challenging education experts to come up with a better alternative.". The Charlotte Observer writes "The Common Core isn’t dead yet, but it will be. The multi-state education collaborative suffered its most profound blow last week, when the Massachusetts Board of Education decided to leave the Common Core and develop its own state tests. ...Now, Massachusetts joins more than 15 states that have left the effort or, like North Carolina, are taking steps to do so. Each departure dilutes the case that Common Core makes – that it helps states measure how well they’re educating children by comparing test results with other states."
  • bcrnews makes some lame excuses for poor PARCC results. "Princeton Elementary School (PES) Superintendent Tim Smith said the PARCC test results for the district were “every bit as bad as we thought they would be,” yet he isn’t worried, seeing as how Illinois State Superintendent of Education Tony Smith recently told administrators not to take the test results too seriously...“An eighth-grader’s taking the PARCC test as if he’s been getting Common Core from pre-kindergarten on, so how in the world that can be considered a useful test is beyond me,” Smith said....“The PARCC scores are so low we just know what we’re seeing is not realistic,” he said, indicating constant monitoring of the students will be a surefire way to pinpoint where they are and are not progressing..". So poor scores aren't can't be trusted as realistic (but believe me, good scores would have been trumpeted as proof of what a good job was being done) and the realistic scores won't be meaningful until the test has been in place for many years. But don't worry, there will be a new test before that happens, see the stories above, or Mr Smith will have moved on by then so he won't have to account for the failure. Where is the accountability? Oh wait...there is none.
  • All those patriotic American who fought and died to defend our freedoms might be surprised to hear "40% Of Millennials Would Censor Offensive Speech". From the ZeroHedge piece, "Of those aged 18-34, 40 percent support censoring offensive speech.
    "We asked whether people believe that citizens should be able to make public statements that are offensive to minority groups, or whether the government should be able to prevent people from saying these things. Four-in-ten Millennials say the government should be able to prevent people publicly making statements that are offensive to minority groups.""
  • Liberty Blitzkrieg has a video of the day for the "crybully" millenials that is an "...excellent lecture ... by Jonathan Haidt, Professor of Ethical Leadership at New York University’s Stern School of Business."
  • EAGNews with some input from students who went through a "white privilege" retreat. The University of Vermont hosted some voluntary retreats so white people  could understand "how they have unfairly benefited from “white privilege,”...The program is hosted by the ALANA Student Center, which is composed of “proud people of color.” The message is clearly that it’s bad to be white because society automatically favors you, but a point of pride to be a racial minority. And that approach is somehow supposed to bring people closer together." One student who went to the retreat opined "“Being white means that when you’re just as poor as the next minority who (lives) paycheck to paycheck, you have the added bonus of being told you get to do it while subconsciously being racist. That’s white privilege. All of the blood, sweat, and tears that got me to where I’m at was actually privilege pouring out of me.”".

Problems: discrete math

I had to change the topic of my post this week once I read the article "Math is my religion" on the Portlandtribune.com website. The author, Brian Gentry, is a high school student and self described "math geek" who has been taking college level classes. He writes, "But my interest in math has allowed me to see the holes in our math curriculum. ... Rather than teaching kids integration, we should teach them the math that is most applicable to their life goals.". Two important courses that Mr Gentry thinks are particularly useful are geometry and discrete math. With respect to geometry, he writes "A fundamental piece of our geometry class is proofs, and the logic taught through proof-writing is used not only in math, but also in journalism, history and every other field that requires the construction of a logical argument.".  To which I say, "Amen"! With respect to discrete math, (singling out number theory) he writes "I was taught that I need to cite each theorem I use in my proofs and justify each application, just like a history major has to cite quotes and explain how each quote is relevant. I can say without a doubt that this class, if implemented in a high school curriculum, would be beneficial to everyone who took it. ". And that deserves a "Hallaleujah!". Brian goes on to quote a teacher, Barry Garelick, about the "...decreasing number of proofs in geometry textbooks over the decades. He contends that proofs are integral to geometry...In Garelick’s mind, proof-based courses teach students how to construct logical arguments, which I argue is not only central in mathematics but also in a variety of other fields.". To which I say, "Testify!".

As you can tell, I agree with Mr Gentry but, unfortunately, Brian knows more than the experts who are moving us in the wrong direction. It's not enough to have a good idea in the public school system, you've got to get some "experts" on board to change policy and then the devil is in the details of how they implement it mess it up. You see, Brian has the mathematical knowledge that so many " experts" are missing. He also has a sincere desire to improve the situation--but no real power to do anything. In our centrally planned model with high paid "experts" who don't seem to have either. It's no surprise education flounders decade after decade after decade. When you see well intentioned people get "Zuckered" out of 100 million dollars by experts and when you see in state after state that "experts" have set the bar for mathematical knowledge needed for a math teachers by a a multiple choice test which requires a calculator--at the same time they turn away people with STEM degrees-- you do tend to question motives. They build failure into the system and look for superficial ways to "improve" on some contrived school rating (such as paying for students to take AP exams).

The fact is I've never talked to anyone with a graduate degree in math who thinks ripping proofs out of the curriculum is a good idea but that's where the current mathematical curriculum has taken us. The proofs that "us old folks" associate with geometry are gone and/or watered down. Is that because proofs don't prepare students for higher level math?  Of course not---but if students can't master proofs and much of the proof content is replaced and what remains is watered down test scores might rise.

There is no reason, based on math, to remove proofs--proofs are the essence of mathematics--and getting students some foundation in proofs would help better prepare them for college. So today's curriculum prepares a student for math less than before in that key area. Clearly the educational central planners have no clue when it comes to math. But even if they did many teachers have no idea what that discrete math means and that presents a huge obstacle to implementing Mr Gentry's excellent idea: remember one third of the high school math teachers don't have a degree in mathematics so there's going to be far less who have taken and are qualified to teach discrete mathematics. And finding these people is at odds with the various Bull**** certification requirements that create an artificial teacher shortage in various states.  Take a look at the story below on California and Common Core to see the complete lack of planning and the resulting fiasco. Whose accountable for the mess? Nobody. Who pays the price? The kids. It's difficult for me to imagine anything more than centrally planned failure of implementation.

With that in mind I've posted an example of a discrete math problem which is more understandable/natural than "Two parallel lines are cut by a transversal...". The problem is posted on the Problems page. There are $latex n \geq 2$ people are at a party. Prove that there are two people who know the same number of people." Of course, there's a little explanation needed: Two people either both know each other or they don't. That is, it's impossible for A to know B but for B not to know A. Also assume that a people don't "know themselves". A very surprising result that can be proven using mathematical thinking/logic. It uses the Pigeonhole Principle and of course, you can relate it to graph theory, too.

Here are some stories that caught my eye this last week:

  • One of my favorite nontechnical math books is  "The Man Who Knew Infinity". A movie based on the book is finally out. IFLScience talks about Ramanujan and has a clip from the upcoming movie.
  • The TCEC Season 8 Superinal is about 60% done and Komodo leads Stockfish with 4 wins, 1 loss, and 65 draws. With so many games to play Stockfish has a mathematical chance to win but given the consistent nature of computer play; i.e., computers don't blunder or get tired/overconfident, this match is essentially over. Nevertheless, you can keep following the match here.
  • Kevin Knudson with an excellent article on Forbes: "I then casually mentioned that if you take the harmonic series and throw out the terms whose denominators contain a 9 then the resulting series converges...And, there’s nothing special about 9; you can toss out terms containing any particular digit. In fact, you can pick any finite string of digits, toss out the terms containing those, and the result converges. With that set-up, let’s talk about what all this means and how we can prove it..". Read the article to find out the details. If you teach AP Calculus, you really should take a look.
  • Student protests are happening at college campuses all over the country. The Chronicle of Higher Education mentions a bunch here. The Washington Post has an in depth piece on Yale and the student demands, "The students also are asking Salovey to remove Nicholas and Erika Christakis from their positions at the helm of Silliman College, one of Yale’s 12 undergraduate residential communities. The pair became the subject of students’ ire when Erika Christakis, the associate master and an early childhood educator, sent an e-mail to students encouraging them to view offensive Halloween costumes as a matter of free speech and free expression."
  • ZeroHedge looks into the demands from students at the Amherst College. There is a long list of demands but take a look at demand number five: " President Martin must issue a statement to the Amherst College community at large that states we do not tolerate the actions of student(s) who posted the “All Lives Matter” posters, and the “Free Speech” posters that stated that “in memoriam of the true victim of the Missouri Protests: Free Speech.” Also let the student body know that it was racially insensitive to the students of color on our college campus and beyond who are victim to racial harassment and death threats; alert them that Student Affairs may require them to go through the Disciplinary Process if a formal complaint is filed, and that they will be required to attend extensive training for racial and cultural competency." Did you get that? People who posted a flyer on how free speech is dead (picture posted) need to be disciplined and re-educated --- along with those who post "All Lives Matter"---if these intolerant zealots get their way.
  • NYDailyNews posts a disturbing and "chilling" video in the case of the student on trial for killing his math teacher.
  • Edsource.org has an all too typical  story of Common Core implementation problems. "During the five years since California adopted the Common Core State Standards for mathematics and English language arts, the search for high-quality textbooks and curriculum materials has been a sticking point, in some cases a major one, in effectively and speedily implementing the new standards....The root of the problem, argued Phil Daro, a principal author of the Common Core math standards, is that “districts tried to switch to the Common Core before there were any books aligned with them.”That, however, was not the fault of districts. The state adopted the Common Core in 2010, but the State Board of Education only  approved a recommended list of K-8 math textbooks and materials in January 2014 – and only did so two weeks ago for K-8 materials in English language arts. But focus on the fact that even though Common Core was known to be coming years in advance and that it is 5 years after it is adopted and they still don't have quality curriculum materials. How bad is the state DOE when teachers still don't have "the basics" under control after 5 years, especially when they had years of planning before Common Core was implemented? California's plight is going on in many states and it's a big reason why the educational system doesn't improve much. But with a new election around the corner don't be surprised if another educational model takes its place. Then more years to transition to implement another bad system. More money to spend designing tests,etc. Wash, rinse, repeat.
  • LewRockwell.com has a Walter E. Williams piece "Education Disaster" which looks at the latest Nation's Report Card, "When it comes to reading and math skills, just 34 percent and 33 percent, respectively, of U.S. eighth-grade students tested proficient or above — that is, performed at grade level or above. Recent test scores show poor achievement levels in other academic areas. Only 18 percent of eighth-graders are proficient in U.S. history. It’s 27 percent in geography and 23 percent in civics. The story is not much better when it comes to high schoolers. According to 2010 and 2013 NAEP test scores, only 38 percent of 12th-graders were proficient in reading. It was 26 percent in math, 12 percent in history, 20 percent in geography and 24 percent in civics." So failure is the norm. Moreover, Williams writes "Richard Vedder, emeritus professor of economics at Ohio University, argues that there has been a shocking decline in college academic standards. Grade inflation is rampant. A seminal study, “Academically Adrift,” by Richard Arum and Josipa Roksa, argues that very little improvement in critical reasoning skills occurs in college. Adult literacy is falling among college graduates. Large proportions of college graduates do not know simple facts, such as the half-century in which the Civil War occurred. Vedder says that at the college level, ideological conformity is increasingly valued over free expression and empirical inquiry."
  • EAGNews on the teacher arrested for running his own brothel, "McCrimmon was arrested when authorities shut down his Memphis nightclub, Walt’s Place, over the weekend. Undercover officers allegedly made eight separate prostitution transactions there, including deals organized by McCrimmon himself, before they raided the Parkway Village establishment Saturday, according to The Commercial Appeal. Police allege the club charged patrons a $20 “membership fee” for events that featured strippers and other activities, but did not have a compensated dance permit. Walt’s Place also served booze without a liquor license and provided a VIP room for $50 sex sessions, police said....McCrimmon has since resigned from his teaching position, My Fox Memphis reports.". Perhaps he'll be moving to another state? Be on the lookout...
  • I was shocked to see someone claimed to have solved the Riemann Zeta Hypothesis. Whose that? From where? What the? A quick search made it clear someone was full of BS. With no "reputable" site proclaiming the amazing story I had to wait to see how it played out. Now Quartz has an article explaining how he "fooled" the British media:  "Leading British media, including the BBC and the Daily Telegraph, ran the story of Enoch winning the award, but a little digging suggests they might have jumped the gun.". Very little digging, in fact. The article continues, "Enoch has an academia.edu page where the “proof” of the solution to the Riemann Hypothesis has been uploaded—but that has also come in for criticism, as the proof is believed to have been plagiarized.". So bottom line is it doesn't take much to fool the press---and the Riemann Zeta Hypothesis is still open. The Aperiodical gets more in depth on the deception of what did and did not happen. Hey, at least he's not running a brothel.
  • EAGNews with reporting the lengthy and somewhat outrageous demands, including "A mandatory class for everyone, including staff and administrators, about the “historical racial violence of this University and town …”...Housing and bathrooms that are not segregated by gender.". LewRockwell hosts a smackdown piece by Fred Reed directed at bad universities like what we see at UNC: "In all likelihood you will waste these four years of your time and mine in this institution...during which you will take absurd courses of your own devising, courses having nothing to do with the purposes of education, of which you know nothing....When you graduate, a terrible shock awaits you. You will find that employers have no interest in your wearisome righteousness. They will not pay you for Victims’ Studies or  contemplation of grievances. They will not care about the high GPAs you got through grade inflation or sleeping with the professor. They will expect you to do your job, if there is a job for you to do."
  • With intolerance and free speech under assault at the universities, Reaon.com has a video clip from the documentary "Can We Take a Joke". I haven't seen the movie, but I'm guessing the answer is no."

Basics: Simplify Like Terms

SimplifyLikeTermsI've added another worksheet to The Basics page; this one is on "Simplfying Like Terms". In this process of trying to solve a problem in the last worksheet (where Sage turn multiplication into *) I did a search on how to fix the problem and found the answer on this website: latex() the expression. So with that problem solved, I've revised the previous Worksheet on evaluating expressions so that it prints without * for multiplication. If you had downloaded the earlier version you should get the updated version to replace it.

Here are some stories that caught my eye over the past week.

  • Okay, I HAVE to start with a real honest to goodness mathematical breakthrough. László Babai, a mathematician and computer scientist at the University of Chicago  appears to have proven a very important result. Sciencemag.com has the details, "In the "graph isomorphism problem," the challenge is to determine whether two graphs are really the same or not. Babai has found a new algorithm to solve that problem, as he announced today....For the previous best method, invented in 1983 by Eugene Luks, a mathematician and computer scientist at the University of Oregon in Eugene, the number of steps grows almost exponentially with the number of nodes in the networks to be compared. In Babai's algorithm, the number of steps grows only slightly faster than polynomial time.... If it holds up, the new algorithm simply proves that the tough cases that stymie the current algorithms can also be solved efficiently, "
  • A MUST READ article. In an earlier post I mentioned the problems Kentucky was having with Common Core. The Federalist looks into the details. Some key passages, "In connection with federal Race to the Top grant applications in 2010 and No Child Left Behind waivers in 2011, states had to demonstrate that their institutions of higher education (IHEs) would “exempt from remedial courses and place into credit-bearing college courses” students who attained a certain score on Common Core-aligned assessments.". So the "Common Core is just a bunch of standards" trope that has become the first line of defense is shown to be false again. Back to the article, "So what happens when those unprepared students matriculate at a college that has already agreed to place them in courses that count towards graduation, without remediation? Exactly what is now happening in Kentucky... students who formerly would have gone through remediation are now to be thrown into credit-bearing courses. But since such students obviously won’t be ready for real college work, the courses will be designated “co-requisite”—meaning lagging students will receive extra help of some sort so they can catch up...By and large, professors weren’t consulted before their colleges and universities signed onto the Common Core scheme. They are only now beginning to understand that Common Core will result in hordes of unprepared students showing up in their freshman classes, and that the professors will be expected to relax or suspend course quality to hide the problem...Common Core’s promise of “college readiness” means nothing if the definition is set not by colleges themselves but rather by the standards-writers.".
  • The TCEC Superfinal is nearing the halfway mark. It's 3 wins for Komodo versus 1 win for Stockfish. There are 36 drawn games. You can follow the matches here.
  • A connection between quantum physics and $latex \pi$ isn't as irrational as it sounds. Phys.org has the incredible details, "In 1655 the English mathematician John Wallis published a book in which he derived a formula for pi as the product of an infinite series of ratios. Now researchers from the University of Rochester, in a surprise discovery, have found the same formula in quantum mechanical calculations of the energy levels of a hydrogen atom.". Continue with Science20: "Friedmann did not set out to look for $latex \pi$ nor for the Wallis formula. The discovery began in a quantum mechanics course taught by Carl Hagen, a professor of physics at the University of Rochester and one of the six physicists who predicted the existence of the Higgs boson. While the quantum calculations developed by Danish physicist Niels Bohr in the early 20th century give accurate values for the energy states of hydrogen, Hagen wanted his students to use an alternate method--called the variational principle--to approximate the value for the ground state of the hydrogen atom...Addressing the centuries-long gap between the 17th century Wallis formula, the 20th century quantum theory, and the decades that passed from that time to now, Doug Ravenel, a professor of mathematics at the University of Rochester, points out that Friedmann and Hagen used long-established concepts of their fields to arrive at their result, so even mathematicians and physicists who lived many decades ago would have been able to appreciate it."This is a beautiful connection between pi and quantum mechanics that could have been found 80 years ago, but was not discovered until now," said Ravenel, congratulating the two authors."
  • Inside Sources has the article I want to quote in one place, "Two multistate testing groups — the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness for College and Careers (PARCC) — received $360 million in taxpayer funds to create Common Core-compliant tests. But there are growing concerns over the program, such as the cost and classroom time consumed by state tests.". It's difficult to imagine that a committee couldn't come up with appropriate test questions in the years that led up to Common Core being implemented without spending one tenth the amount. Open source the problems, cut the costs, and spend the money on the kids, not on the corporations.
  • That hysterical, profanity laden tirade by the Yale student in my last post is just one example of the nonsense going on in public and private education. ZeroHedge has a response by a UNC-Wilmington law professor that's gone viral. Here are some excerpts, "Let’s get something straight right now. You have no right to be unoffended. You have a right to be offended with regularity. It is the price you pay for living in a free society. If you don’t understand that you are confused and dangerously so. In part, I blame your high school teachers for failing to teach you basic civics before you got your diploma. Most of you went to the public high schools, which are a disaster. Don’t tell me that offended you. I went to a public high school....Unbelievably, a student once complained to the Department chairwoman that my mention of God and a Creator was a violation of Separation of Church and State. Let me be as clear as I possibly can: If any of you actually think that my decision to paraphrase the Declaration of Independence in the course syllabus is unconstitutional then you suffer from severe intellectual hernia. Indeed, it takes hard work to become stupid enough to think the Declaration of Independence is unconstitutional. If you agree with the student who made that complaint then you are probably just an anti-religious zealot...".
  • Alternet.org with an article that says "According to statistics released by the U.S. Department of Education and published by NBC News, in the 2011-2012 school year, teachers called the cops on students a total of 31,961 times in the state of California alone, leading to 6,341 arrests. With 175 8-hour school days, that means a cop is called every 2.6 minutes. At one California school district, in particular, East Side Union High School District in San Jose, police were called on students 1,745 times during the 2011-2012 school year. This one school called the police on students more than 10 times a day."
  • The University of Kansas gives in to the PC extremists. Infowars notes "
    A governing body made up of students at the University of Kansas has voted to eliminate their use of gender specific pronouns, stating the terms pose “microaggressions” towards people who don’t fit traditional gender roles....The student government’s move to eliminate gender nouns comes after the National Science Foundation spent $125,000 at KU last year studying how adjectives could be perceived as racist or sexist."
  • The University of Missouri has had the spotlight turn on it. ZeroHedge has a piece that says, "For months, black student groups have complained of racial slurs and other slights on the overwhelmingly white (79% white and 8% black) flagship campus of the Missouri's four-college system. Today, amid a campus in open revolt and at least 30 black football players announcing that they would not play until the president was gone, AP reports that Mizzou President Tim Wolfe has resigned effective immediately urging students and faculty "to heal and start talking again to make the changes necessary." Protestors demanded that Wolfe "acknowledge his white male privilege," that he is immediately removed, and that the school adopt a mandatory racial-awareness program and hire more black faculty and staff.". So much is going on there that I have no idea about, but what has gotten my attention is the behavior of faculty in student demonstrations. The Daily Mail has captured a lot of the stupidity. "The civil rights protests at the University of Missouri took an unexpected turn on Monday, when a media teacher was caught on camera harassing journalists trying to cover the national story....Melissa Click, an assistant media professor at the university, is seen coming up to Mark Schierbecker, another photographer recording the exchange, to cover his camera and demand that he leave....She then comes back to the photographer and starts yelling in his face: 'You need to get out. You need to get out'. When he explains that 'this is public property' and he can stay there because 'it's owned by the university' Click takes on a mocking tone.'That's a really good one. I'm with the communications faculty and I really get that argument - but you need to go. You need to go!' Click says.'Who wants to help me get this reporter out of here?' she yells out. 'I need some muscle over here.'...Her aggression towards journalists is perhaps strange since just two days earlier she publicly reached out to the media on Facebook to cover the story." The AL.com website indicates she wasn't the only faculty involved: "Janna Basler, Mizzou's director of Greek life and leadership, tells Tai that he needs to "back off" and "go." She brushes against him, and Tai asks if she's employed by the Office of Greek Life. Basler responds, "My name is 1950." She also tells Tai that he is "impinging on what [its members] need right now, which is to be alone," that report states."As the students behind Basler begin to push forward, she makes physical contact with Tai, prompting him to object, to which she responds, "I don't have a choice." The students seem to decide that since he's not going to move, they're going to move forward as a human chain, physically pushing him back with their bodies. A student adds, "It's our right to walk forward."". But there is a consequence for adults who act like kids: TheManeater reports, "Multiple petitions have been created calling for the removal of two MU employees after a video surfaced documenting an incident on Monday, Nov. 9 in which they demanded that journalists leave the Concerned Student 1950 campsite. Assistant Director of Greek Life and Leadership Janna Basler and Assistant Professor of Mass Media Melissa Click can be seen in the video shouting at MU student and former Maneater staffer Tim Tai and other journalists."
  • New York Magazine looks at the Missouri situation from the PC angle: "The student protest at the University of Missouri began as a response to a serious problem — outbursts of vile racism on campus — and quickly devolved into an expression of a renewed left-wing hostility to freedom of expression...It is also undeniably true that outbursts of political correctness disproportionately take place in campus settings. In recent weeks, UCLA, Wesleyan, and Yale have seen left-wing student activism aimed at shutting down the expression of contrary viewpoints....As far as the students are concerned, they represent the cause of anti-racism, a fact that renders the need for debate irrelevant....People on the left need to stop evading the question of political correctness — by laughing it off as college goofs, or interrogating the motives of p.c. critics, or ignoring it — and make a decision on whether they agree with it.". Well said. Forbes has noted "Melissa Click has become of symbol of what many parents dread when they send their children off to college. From her bullying of students to her doctoral thesis on the whiteness of Martha Stewart and her classes in “visual literacy,” she crystallizes the view that tuition dollars are spent on nonsense, and sometimes worse....That an assistant professor of “mass media” in the department of communication was unaware of the instantaneous power of YouTube and social media is another reason for parents to wonder about the wisdom of spending their money on Click.". ZeroHedge posts when Melissa Click resigned.  Huffington Post looks at her apology, line by line, and calls it Bull****. Fox2Now reports that "...Janna Basler has been relieved from her duties as director of Greek Life & Leadership, pending a university investigation into her actions."
  • EAGNews on how "...the Buffalo school district spent $5,045,586 on the union’s insurance “cosmetic surgery rider” from July 2014 to June 2015....Just look at what the district has spent over the past four years on cosmetic procedures for teacher union members:* July 2014-June 2015: $5,045,586
    * July 2013-June 2014: $5,439,218
    * July 2012-June 2013: $5,221,293
    * July 2011-June 2012: $4,966,179That’s $20,672,276 that has been diverted out of the classroom for expenditures that have nothing to do with educating children."
  •  BoingBoing ask "What would happen if you mixed a math education tutoring site with a late night 900 number?". Click on the link do the reading and watch the video to find out. You'd be very naughty to watch the video at school; wait until you get home. But if you click on the link at the bottom you'll get to BostInno which says "Joking aside, Solve X 4 U is a legitimate homework help business. According to the startup’s website, they can help with problems pertaining to a wide range of difficult STEM subject areas, including statistics, accounting, economics and chemistry. Depending on how many customers they’re servicing, Solve X 4 U will come to your aid within about 24 hours, so plan your homework assignments accordingly."

TCEC Superfinal: Season 8

TCECs8a

The best chess players in the world are battling it out and the puny humans aren't invited: TCEC Season 8 has begun: The 100 game match pits Stockfish (winner 2 years ago) with Komodo (last year's winner). Recall that Stockfish beat GM Nakamura in a 4 game match in August 2014: the first 2 games Nakamura had the assistance of computer program Rybka and in the final 2 games he was white with pawn odds. Stockfish won the match with 2 wins and 2 draws. A Chess.com article mentions (towards the end) how Stockfish forced through g4 to win the game after 75 moves of preparation. Whose da fish now, mankind? 

Let's not forget that Stockfish is the underdog of this match as Komodo won this same tournament last year versus Stockfish. And  its rating was a cool 3304 as ExtremeTech explains in talking about last year's match. The Wall Street Journal reported, "Pentala Harikrishna, one of the top 50 players in the world, estimates that Mr. Carlsen might lose a 20-game match by 19-1. Of course, Mr. Carlsen has little to gain from exposing himself to such a drubbing, but he has acknowledged that the top engines are simply too strong for him.". You can practically hear the computers saying "chicken"---was that you, Watson? As the WSJ article points out: there were 130,000 online spectators for the last TCEC match and "Today, smartphones play better than IBM’s supercomputer did then. And the editors of Chess.com awarded their “Craziest Game of the Year” prize—an award for aesthetic merit—to an early-round TCEC game between Stockfish and another engine.".

Komodo has drawn "first silicon" by wining game 1, "Komodo started with brilliancy right from game 1. In a slightly better position...Komodo outplayed Stockfish. The eval of Komodo jumped to +1,57 at move 26. b3 , just a move before Stockfish realized the coming trouble.".

Follow the match live here (the screenshot shows all the extra analysis) or on ChessBomb (link on the sidebar). Note that the Stockfish analysis on Chessbomb is significantly worse than what you'll get from the TCEC site.

Here are some stories which caught my eye over the last week:

  • It was George Boole's 200th birthday this week.  Scientific American has an article on him here and Google put together a doodle for him. Information Week has the article and link to the doodle.
  • The Wall Street Journal has a piece on the "financial woes" of Common Core: "The total cost of implementing Common Core is difficult to determine because the country’s education spending is fragmented among thousands of districts. The Wall Street Journal looked at spending by states and large school districts and found that more than $7 billion had been spent or committed in connection with the new standards....Much more money would be needed to implement Common Core consistently. Some teachers haven’t been trained, and some schools lack resources to buy materials. Some states haven’t met the goal of offering the test to all students online instead of on paper with No. 2 pencils.....Some states, including South Carolina, Indiana and Florida, have either amended or replaced Common Core standards. Others, including Tennessee, Missouri, LouisianaNew Jersey and North Carolina, are in the process of changing or reviewing them. A total of 21 states have withdrawn from two groups formed to develop common tests, making it difficult to compare results. The issue has become so politicized that some backers have stopped using the name."
  • CBS news has the latest in the Boston student accused of murdering his math teacher: "A judge has ruled that the Massachusetts teenager charged with killing his math teacher is competent to stand trial".
  • If you've been reading this blog you've seen lots of examples of PC stupidity making the rounds in schools and colleges. While it's one thing to hear Jerry Seinfeld or Jay Leno talk about the problem nothing quite drives the point home as much as the infantile behavior caught on video at Yale University. Start with Yale News which talking about preparation for Halloween, "The council’s email asked students to be thoughtful about the cultural implications of their Halloween costumes, citing blackface and turbans as examples of details that could offend or belittle others."  That brought an e-mail response from Silliman College Associate Master Erika Christakis. Big mistake: "In Christakis’ email, she defended students’ rights to wear potentially offensive costumes as an expression of free speech, arguing that the ability to tolerate affront is one of the hallmarks of a free and open society....In response, more than 740 undergraduates, graduate students, alumni, faculty and even students from other universities have signed on to an open letter telling Christakis that her “offensive” email invalidates the voices of minority students on campus. ". So with that background, take a look at the video posted at the Daily Caller. Be aware of the frequent use of the "F-bomb" by the student shouting abuse at Nicholas Christakis. THAT behavior is just fine for the student, though, because the Christakis' wanted the students to be able to dress up for Halloween. Four years of a Yale education isn't worth much when this type of intolerance is allowed to flourish. How will these students transform the job world and society when they get out of school?
  • Signs of the Times with the all too typical bureaucratic knuckle heads bungling things up, "Less than two years after being named Alabama's Teacher of the Year, Ann Marie Corgill resigned her post this week, citing her frustration with bureaucracy. After Corgill was moved from teaching second grade to fifth, she was told she wasn't qualified to teach fifth-graders. In January, Corgill was named one of four finalists for the National Teacher of the Year award. She is a 21-year teaching veteran whose story — and candid resignation letter — has made waves in the education community and beyond. After running into a "wall of bureaucracy," Corgill said in a statement to AL.com, "When the news came that I was not considered highly qualified, my frustration boiled over."...Corgill wrote that she holds certificates in early childhood education, both of them with "highly qualified" status. She added that despite her National Board Certification as a middle childhood educator — which certifies her to teach children up to the age of 12 — the administrators had determined that she must apply for a new Alabama certificate.". As in my case and others, it seems more about the state government getting revenue by forcing teachers into training courses. Rather than focus on qualification requirements they focus on certification requirements. The end result is a great teacher has left because she's been abused by the people "guarding" education. Educational officials running the system really need to look in the mirror at how they contribute to the mess that we're in.... Don't hold your breath.
  • Washington Post has Common Core (PARCC) questions to look at. Annoyingly, "In language arts, parents and teachers will need to do extra research, in many cases, in order to fully understand what is being asked. Many questions are based on literary passages that PARCC has withheld due to copyright issues.". Millions of dollars given to companies to make up test, in some cases with questionable content, and then the questions can't be distributed. Things would be a lot better for education if the questions used in these national tests were open source.
  • Say it ain't so! Michael Krieger on "God’s Work – How Goldman Sachs Scammed a Utah Program Meant to Help Preschool Children". The article says "Just when you think “Too Big to Fail and Jail” Wall Street can’t stoop any lower, they go ahead and exceed expectations. The following story is so base, so disgusting, and so completely void of any semblance of ethics, it could only have been achieved by the Vampire Squid itself.The scheme revolves around a crony practice that is increasingly being embraced within our Banana Republic economy: Public-Private Partnerships." . The article quotes from the NY Times, "Yet since the Utah results were disclosed, questions have emerged about whether the program achieved the success that was claimed.Nine early-education experts who reviewed the program for The New York Times quickly identified a number of irregularities in how the program’s success was measured, which seem to have led Goldman and the state to significantly overstate the effect that the investment had achieved in helping young children avoid special education." And then back to Michael Krieger, "This is a new low. Even for Goldman. Talk about creative accounting…you take a five year old, pretend he’s mentally challenged and then earn hundreds of thousands of dollars for “curing” the poor soul. All the while patting yourself on the back and gloating about it to the clueless public. I suppose this is the sort of “miracle” Lloyd Blankfein was referring to when he claimed to be doing God’s work.".
  • The Atlantic has, as usual, another good article on the growing business of Educational Technology. "Every few months, a new study claims that gadgets in the classroom don’t improve learning—but that hasn’t stopped the educational technology market’s steady upward climb. The ed-tech market totaled $8.38 billion in the 2012-13 academic year, the most recent year the Education Technology Industry Network has such information available. That number is up from $7.9 billion the year before, and up 11.7 percent from 2009, when the network began compiling these annual reports...The testing and assessment market, which raked in $2.5 billion during the reported year, was the single largest category of any segment. The assessment market increased so quickly because of the growth of test-friendly Common Core standards a few years back when this data was being collected, Billings explained.". Education is a big business which is getting bigger.
  • American Spectator looks at "Why Common Core is Cracking Up". From the article, "Technology and testing corporations stand to be the big winners. The president of the College Board — the nation’s premier gatekeeper of admissions to higher education — is David Coleman, who is Common Core’s chief designer and first advocate....Keep in mind, education standards are for the most part wishful thinking. The assumption that quality standards will lead to higher student achievement is faith, not fact. Tom Loveless, a former Harvard policy professor at the Brookings Institution, says Common Core is “built on a shaky theory” and perceives no correlation between high standards and student achievement.".
  • The Orange County Register with a piece on a "Cal State Fullerton stands by its reprimand of a math instructor who assigned less expensive, alternative textbooks instead of a book written by math department leadership..." Keep following the money trail, "Brought to light by the Register, Bourget’s hotly debated case centered on “Differential Equations and Linear Algebra,” a textbook written by...the chair and vice chair of CSUF’s math department. For more than two decades, it’s been used as the common text, in some form, to teach Introduction to Linear Algebra and Differential Equations... A new copy of the book costs $180 at the campus bookstore. Bourget wanted to use two other texts instead, which together cost $76....Bourget has long argued there is no written evidence showing that the Good-Annin textbook was officially adopted as the singular text for Math 250B prior to 2014 ... or that the math department had a documented process in place for considering alternative textbooks.The faculty panel agreed.“The lack of a policy or mechanism for considering textbook change, coupled with the fact that the department leadership authored the text, created a situation wherein making a change was likely quite difficult,” wrote Carol Lundberg, chair of the faculty panel that reviewed the reprimand.". But the letter of reprimand stands and, I presume, the students will need to pay an extra $100 for their books.
  • EAGnews on " A white former professor at the historically black Harris-Stowe State University won a nearly $5 million verdict after the court agreed she was fired because of her race....the lawsuit pointed out that...Smith dismissed Wilkins in 2010, citing state budget cuts, but then hired black professors at an increased cost....Wilkins claimed the university systematically purged other white professors from the school during the same time, and deleted emails to cover it up. In one email that was recovered, a black professor at the school spoke out against Smith’s blatant discrimination against white employees. That professor, however, was threatened with her job for highlighting the problem. “I am floored to know that we have an interim leader that has voiced her prejudice so openly to me and others,” the email read. “This flagrant prejudice should not be tolerated or accepted.”"
  • ABC13 gives the latest on a widening sexting scandal in Colorado: "An unspecified number of Canon City High School students have been suspended over the exchange of hundreds of explicit photos of students as young as eighth-graders....An unspecified number of Canon City High School students have been suspended over the exchange of hundreds of explicit photos of students as young as eighth-graders...The possession of explicit photos of minors is a felony in Colorado, which, like many states, has not updated laws intended to fight adult exploitation of children for the smartphone age."

The Basics: Evaluating Expressions

EvaluateExpr1

I've added a worksheet to The Basics page. This is programmed using $latex \LaTeX$ and the sagetex package so that every time you run $latex \LaTeX$ on the file it creates another randomized worksheet. You should get a free Sagemath Cloud account to run it (that link is on the sidebar as well). I used a "quick and dirty" approach by generating the same type of problem over and over using a for loop. The problems were built into the Sagetex Test Template created some time back and posted on the Handouts page and you'll need to change the teacher name to avoid any questions about who "Ima Putz" is. The extra wrinkle in the worksheet is the creation of answers. It's done on the fly as the problem is being created. The string outputP holds the typesetting of the Problems and the string outputA holds the typesetting of the Answers. Each time a problem is created, outputP is modified and then outputA has the answer appended to it. In this way you've got an answer key which should be correct if I didn't make any mistakes.

Here are some stories which caught my eye over the past week.

  • Who hasn't seen the video of the school officer "choking and slamming" a student who wouldn't hand in her cell phone after she was caught using it in class? Sputnik News has the original report here, followed by a report here on how the officer has a history of problems. The officer was fired, according to the latest report.
  • An article you have to read to believe. What happens if a private school does a terrible job educating students? They have to fix the problem or go out of business. After all, who will pay to get a miserable education? It has to be better or students will go to the "free" public school. The public school system is different--it lacks that accountability. The teachers aren't going to lose their jobs for poor performance and the students are stuck in the local public school. A typical public school will focus on getting all students to meet minimum standards. In an attempt to get some of the poorer students more proficient (it helps the school's score) material gets dumbed down. But in many cases the worst students are not interested in making an effort to improve and performance at all levels suffers. The lower bar means students need to do less to pass and so many do less--a negative cycle that's hard to break. If administration is poor then you've got the next story. Daily Caller reports, "Officials in at public school district about 50 miles north of San Francisco have found a new and exciting way to coddle kids. Under a new policy, students will be able to earn passing grades with scores of just 20 percent...Also, a school district-wide rule forces teachers to give every student a score of 50 percent even if they don’t complete a scintilla of homework or make an effort to mark down an answer on a test or quiz." While the article quotes some teachers who hate the system, there are education professionals some people who disagree, "Excited school district officials have also praised the generous grading system. The officials say students who are academically terrible won’t become demoralized as long as teachers are forced to hand out passing grades. And students who somehow manage a 19 percent or lower will remain encouraged.". From my own experience, students who "manage" a 19 percent do it effortlessly. That is, they put no effort into the course and their parents aren't there to keep them on track. They aren't demoralized; they just don't care. I think vocational educational is the only possible way of getting those students on track. Lowering the bar is a recipe for failure. Why do education professionals some people try to implement such an obviously stupid idea? It seems more about making the admin look good than about improving student performance. Yet in a public school this type of incompetence doesn't get fixed.
  • US News and World Report has a report on all the testing. "The drop in proficiency, which is a first-time occurrence in math since the test was first administered in 1990, comes after a series of years in which the country experienced gains in math and reading on NAEP. "
  • Sott.net with a piece on Dr. Wendy Bradshaw. Although she "...is far from retirement age and she has PhD in education, she's leaving her profession because of standardized testing, which she explained in a Facebook post which has been shared more than 44,000 times since it was posted on Oct. 23.". The letter is an indictment of the current system and although she never mentions Common Core by name, it sounds like she doesn't like it. You decide, "Like many other teachers across the nation, I have become more and more disturbed by the misguided reforms taking place which are robbing my students of a developmentally appropriate education. Developmentally appropriate practice is the bedrock upon which early childhood education best practices are based, and has decades of empirical support behind it. However, the new reforms not only disregard this research, they are actively forcing teachers to engage in practices which are not only ineffective but actively harmful to child development and the learning process. I am absolutely willing to back up these statements with literature from the research base, but I doubt it will be asked for."
  • Science Daily with some educational research from Sweden, ""Most digital learning tools used in schools are unsatisfactory and only test the knowledge the pupils already have"..."However, digital learning tools can provide great educational benefits, as long as they do not become books on a screen, but use their digital advantages. This involves providing good feedback, showing that there are different ways of thinking to reach a goal, and presenting consequences that that cannot be demonstrated in a book," says Björn Sjödén."
  • A nice article in Quartz on Singapore teaching "productive failure" in math: "Students who are presented with unfamiliar concepts, asked to work through them, and then taught the solution significantly outperform those who are taught through formal instruction and problem-solving. The approach is both utterly intuitive—we learn from mistakes—and completely counter-intuitive: letting kids flail around with unfamiliar math concepts seems both inefficient and potentially damaging to their confidence..On procedural knowledge, or applying the formula, there was no difference between productive failure and direct instruction. But on conceptual understanding—understanding what it means and possessing the ability to adapt the information—the productive failure students dramatically outperform their direct instruction peers.."
  • The Baltimore Sun on Maryland's PARCC performance, "The first results of testing on the Partnership for Assessment of Readiness for College and Careers tests — introduced as part of sweeping educational changes begun several years ago — showed only 31 percent of students met the standard for Algebra I and 40 percent of students met the standard for 10th-grade English....Only a quarter of African-Americans, 7 percent of special education students and 23 percent of students who qualify for subsidized lunches met the benchmark in English. The worst performance was by students learning to speak English, many of them immigrants. Only 2.3 percent of those students were proficient."
  • The Atlantic with a nice article on the new changes to the SAT: "The college-admissions test is being restructured as an extension of the controversial public-school reading and writing standards.". With respect to the math section "The math test will consist of nearly 60 questions split between two sections, one that allows a calculator and one that doesn’t." but this passage sounds bad "“The current SAT asks questions where the material is remarkably simple, but students have to figure out what exactly they are asking for,”". What's wrong with harder math and more straightforward question?
  • NJ PARCC results were mentioned last post. But Newsworks reports there is a twist: "The proficiency rate for PARCC’s geometry test was only 24 percent. In Algebra II, the proficiency rate was 23 percent.....Under state law, students must pass the state’s exit exam to graduate. But under an improvised system put together by the administration for the first three years of the new testing, 12th-graders will have other options....When asked whether the state even has the capacity to handle an appeals process that may include tens of thousands of students, state Education Commissioner David Hespe said the necessary resources will be found: “We’re a big department; we’ll deploy whatever we need.”". Sounds like a big mess.
  • The Obama administration has changed its stance on testing in schools. Vox has this story "After seven years of trying to hold schools and teachers to higher standards — and testing to make sure they meet them — Obama said he's taken it too far. "When I look back on the great teachers who shaped my life, what I remember isn't the way they prepared me to take a standardized test," Obama said, saying he's concerned about "too much testing, and from teachers who feel so much pressure to teach to a test that it takes the joy out of teaching and learning."Beginning immediately, the Education Department is going to start directing states and districts to spend less time testing and to give fewer tests.". More details here, "They've promised to give grants to states to review the tests they're giving and determine which ones to cut. They plan to provide specific instructions on how states can use other federal money to study and cut tests..Most importantly, they're also backing down, at least slightly, on linking test scores to teachers' evaluations. ."