Archive for the ‘ Education ’ Category

Why I will not be renewing my CCNA

A little over three years ago I was a programmer in the Network Services department of a very successful internet services provider. As a part of my career advancement it was recommended that I study pursue some certification. Working with very skilled network engineers the obvious choice was to study for a Cisco Certification – one of the most common IT certifications available. Over two months of extremely intense study I was able to pass both exams and become a Cisco Certified Networking Associate. I was able to better understand my collegues and improve my understanding of fundamental networking.

Flash forward to now – I’ve long since left that job, now working as an Information Analyst for the Australian Government. Most of my work in business analysis and theoretical computer science. I barely even administer my own home network and have forgotten most of what I know about networking.

So why am I not renewing my CCNA?

Because it is intellectually dishonest. At the time, when I got certified, I got it as a proof of my understanding or at least ability to understand. While my career was still in its infacy, this helped demonstrate my capability. Now however, I have experience as a programmer and analyst, but no longer working with networking.

Certification is in essence two things: a resume substitute for experience and proof of ability. If I was to renew my certification (which would require quite a bit of relearning) it would only be a disadvantage, for me and for every other person with a CCNA accreditation. If in the future I was hired on the basis of my accreditation I would soon be found out as someone who is now relatively unskilled with networks, which would only make me look bad. Worse though is that by me, or anyone, who holds an accreditation without appropriate experience or skill only make everyone else who holds that certification look bad by comparison, by the reducing the surety of the accreditation as an indicator of that skill.

As such, holding any certificate without the appropriate skill to back it up is both not in my own self-interest and morally bankrupt.

Managing Questions in DDI3.1 – “Other, please specify”

A still difficult problem in managing complex questions in DDI is those questions that ask a respondent to pick from a list of options, and if no suitable ones exist, that they write in their own. Below are examples of this kind of question from the US, UK and Australian Censuses (censii/census/censes?):

UK Census Extract
USA Census Extract

ABS Census Extract

In all three questions, respondents are asked about their origins, and are given the option to select from a list of common responses or provide a write in response. The easiest way to manage this is through the use of a DDI <MultipleQuestionItem>. A <MultipleQuestionItem> is a way to capture a complex question that asks two or more separate questions that are highly linked.

In the above examples we can split the questions into two, as illustrated in the generic answer below:

<MultipleQuestionItem>
    <SubQuestions>
        <QuestionItem>
            <QuestionText>
                <LiteralText>
                    What is your ancestral origin?
                </LiteralText>
            </QuestionText>
            <CodeDomain>
                <!-- This CodeDomain would include a reference to the list of countries or races -->
            </CodeDomain>
        </QuestionItem>
        <QuestionItem>
            <QuestionText>
                <LiteralText>
                    Please Specify:
                </LiteralText>
            </QuestionText>
            <TextDomain/>
        </QuestionItem>
    <SubQuestions>
</MultipleQuestionItem>

Here we have been able to split the question, while still managing it in a single item. This is needed as without each other, each subquestion is incomplete. This is not a new concept, and is quite an obvious solution to many people who have tried to solve this issue.

However, there is still the problem that this metadata doesn’t contain the restriction that a respondent should only be able to enter a free text option if the “other” option is selected. While there have been a number of published and attempted solutions, none have been satisfactory. Spliting the question outside of a MultipleQuestionItem and using IfThenElse clauses complicates the structure, and leaving this out makes designing self-interviewed computer systems difficult to manage directly from the metadata.

A possible solution, that resolves both of these issues is through the use of the <SubQuestionSequence>. This is illustrated in the DDI Fragment below:

<MultipleQuestionItem>
    <SubQuestions>
        <QuestionItem>
            <!-- Ancestral origin QuestionItem -->
        </QuestionItem>
        <QuestionItem>
            <!-- Please Specify QuestionItem -->
        </QuestionItem>
    <SubQuestions>
    <SubQuestionSequence>
        <ItemSequenceType>Other</ItemSequenceType>
        <AlternateSequenceType formalLanguage="Name Of Language Here" >
            <!-- Proprietary command to control logic -->
        </AlternateSequenceType>
    </SubQuestionSequence>
</MultipleQuestionItem>

In this we have used the SubQuestionSequence to hold the logic used to indicate when the “Other” field should be allowable. This field is used to control the specific sequence that the SubQuestions are shown, and in this sense we are controling this ordering, just to specify when a member is not shown – an excusable use of the field. This choice can be further rationalised, as an unfamiliar agent, for example when moving to a new piece of software, can still interpret the bulk of the metadata, however when presenting the above question would allow a respondent to fill in both sections. But this is no different to how a respondent of a paper-based survey may answer, so it is no great loss of granularity.

How any given agency may choose to populate the commands contained in the AlternateSequenceType will be an individual choice, and a standard way of expressing this may be needed, but this should help other groups more easy solve this problem by indicating where the solution can go and reducing the problem size.

In the next day or two I will be putting a more solid example up into the DDI Examples Repository for people to work with. As always critiques of these ideas and examples are welcome.

How you can and why you should learn to program.

Often people ask me how I learned to program and why I did. The answer is simple, lots of practice because its a useful skill – and it also helps that I enjoy it.

Not everyone will find programming fun or interesting, however at more than one time people will come up against a problem that computers were made to do. Contrary to popular believe computers are dumb – at least in the sense that they can only do what they are told. What they can do, is they can do these dumb things very, very quickly. So much so, that they can fool you into believing they are smart – more than smart, magic even. In fact, if you are even a mediocre programmer people can become convinced you are a magician.

So why should you learn to program?

Mostly, because your time is valuable. Not to me, but to you. Unlike a computer your time is finite, and if you can make a machine that can give you more time to do something, isn’t that in your interest? Even if it isn’t in work, if its just sorting your taxes, or writing a script to check your email for you, there are plenty of small, repetative tasks that you probably do that a machine can do quicker. If you enjoy doing repetitive tasks, then there isn’t much I can do for you. But if you want to spend more time understanding why you do these things, then read on…

Where do you begin?

Well, I think, there are 3 programs every one must be able to write. Because if you can write these 3 programs and adapt them to your needs, you can do most big, boring tasks that will come your way.

There are 3 programs you need to learn to start to become a programmer and as I explain them, I’ll show you a brief example to edit and play with and ultimately understand what is going on. These examples are written in Python, a free programming language with a very user friendly syntax.

Hello, World!

“Hello world” is traditionally the first program many new programmers will write. It is simple, when the program is run the computer prints “Hello, World!”. In essence, this simple program introduces programming syntax and demonstrates how to display text to a user.

print "Hello, World!"

There isn’t much to this, but its a starting point. It teaches you some basic syntax and with a lot of languages understanding syntax is important – computers don’t speak English and to make them useful you need to learn to talk to them, more than the other way around.

Simple user interaction

The second is a simple string manipulator. This goal is to create a simple, persistent user interface, with some error checking that fulfills a task. Here we see an example that does actions on a given string based on a command given to it.

while True:
        input = raw_input("&gt; ")
        try:
                cmd,text = input.split(":",1)
                if cmd == "uc":
                        print text.upper()
                elif cmd == "lc":
                        print text.lower()
                elif cmd == "rev":
                        text.reverse()
                        print text
                elif cmd == "quit":
                        print "Bye"
                        break
                else:
                        print "Command not recognised"
        except:
                print "Syntax error: enter a command, a colon (:), then a string"

Firstly, we start the loop and set it to never stop looping. As long as the user wants to play with strings this program will keep going. Next we ask for some input from the user.
Now things get a little more complex, first we try and split the string around a colon, into a command and the text. If the user doesn’t enter a colon, we throw an error, and give them some help text (after the line that says “except:”.
If they do enter a command and text, we set the text to upper case, lower case or reverse it. If they tell us to “quit:” we quit by breaking out of the loop (the break command) or we tell them we didn’t recognise the command.

Its not perfect, but it gives us an understanding of errors, handling user input and basic user interaction – not bad for 18 lines of code.

File manipulation

The last and most important program is a simple file manipulation tool. Again, what the tool does to the file is irrelevant- it might merge files, look for spelling errors, count lines, anything. Perhaps, we are looking for entries in a diary that start with numbers (like dates) in a large file, and only want to view these.

file = open('test')
for line in file:
    if line[0].isdigit():
        print line
file.close()

Here we open the file, and then line by line we search through it. When we find a line whose first character is a digit we print the line (line[0] essentially means the 0th character from the start – its complicated but its how almost everyone deals with subscripting in lists). Lastly, we clean everything up by closing the file.

Again, by no means the best implementation, but easy enough to read and alter. This time in 5 lines we have a simple script that could help use find our tax information, search our diary, lookup phone numbers, or anything like this.

I’ve done this, what now?

Do whatever task it is that needs doing. Odds are having read these short code snippets you can get an idea of what can be done. Its just a matter of getting out and doing it. You may not be the next Bill Gates/Mark Zuckerburg/whoever, but if you learn to paint a wall you won’t be the next Da Vinci either. Learn how to do what you need to do, and keep plugging away. Programming is about pulling together pieces of logic, to help us do simple tasks easily and reproducibly. So think lazy, and find all the tasks that you can automate and get something else to do them for you.

Simple steps to better public speaking

A short while ago, I gave one of the more interesting presentations I’ve ever given. I stood up in front of over 50 of my peers and spoke about an area I was a passionate about, talked about how my organisation needed to change and most importantly about how people in the field had doing things wrong for too long. It was tough and I was anxious and scared.

The thing is afterwards people told me how well I did and how much they enjoyed hearing me talk.

Now this is a surprise, as I have never considered myself a good public speaker, and leading up until today the thought of getting on stage was enough to send my heart racing. Granted, I have no problem getting up in front of people and making a fool of myself, but doing a structured talk with all eyes on me – yuck. So what I wanted to do was share a few of the tips I picked up over the last year that helped turn me from a nervous wreck in front of a crowd, into a confident looking nervous wreck.

So in accordance with the idea that you never really know anything well until you explain it in your own words, here are the top 5 tips I took away that helped me deliver a killer performance.

  • Open with a bang – This is a tip from The Naked Presenter, and is all about opening your talk in a way that catches people attention. Whether its a joke, an anecdote, an inspiring quote or a controversial sentence that catches people off guard, start off on a big, positive note. More than anything else, people will remember the start and the end of your talk so make sure there is something to remember!
  • Ditch the bullet points – One of the big points that Tufte makes is that Bullet points are for you, the presenter, and no one else – they are your presenter notes. Feel free to consult them to help refresh your mind, but don’t make them visible. People can read faster than they can talk, so while you are still on the first point they have read to the end and are bored. Not only have you distracted them from your talking, but they are forming their own opinions about your notes – and they might not be coming to the ‘correct conclusions’. Use pictures that illustrate the ideas you are talking about,  graphs, quotes (as long as you don’t read them verbatim) or even don’t have a slide at all to distract them.
  • Leave the lectern – The lectern puts a physical and emotional barrier between you and the audience and it makes it harder to connect with them. Where possible, Reynolds suggests moving away from the lectern and getting up close to the audience. This drives home that you want to connect with the audience, which is something you should want. The move the audience feels connected to your talk, the more they take away. The big tip I can offer here is if you do rely on slides, which is often the case, get a presenters wand as it gives you the freedom to walk around the stage and frees you from the lectern. One of the big things I found, was it allowed me to motion in time with the skipping between slides to emphasis change, rather than having to reach for a keyboard.
  • Make a handout – Another suggestion from Tufte, is in place of the more usual handout of printed copies of the slides, is to make a well written handout – no more than a double-sided A4 sheet. Firstly, this gives you more freedom on what people take away, as instead of having to remember how your bullet points worked together, they have a solid document with sentences that they can refer back to. In my own talk, I also used it to provide a practical example of what I was talking about for them to take away (homework if you will) and encouraged listeners to read ahead or catch up by consulting the handout. Lastly, it allowed me to include a detailed diagram that would have been to illegible on a slide, for listeners to closely examine at their own pace as I covered smaller parts of it.
  • Love your topic – This last point is one of my own design, but has been said by many people before. If you aren’t passionate about what you are talking about, perhaps you should rethink why you are presenting it. If you are, then this will show in your talk, and you will share that passion with the audience. One of the biggest compliments I routinely receive is from people  who talk about how obvious it is how enthusiastic I am about what I do, and it is true. People love to hear from people who are love their work, and will genuinely want to understand why you feel that way. Even to the point where, if nothing else, they will overlook all your flaws if they feel that they share that passion too.

The next step to becoming a better present can be summed up as read these two books (Note: The links to these books use my Amazon affiliates code):

The Naked Presenter: Delivering Powerful Presentations With or Without Slides (Voices That Matter) by Garr Renyolds.

The Naked Presenter draws comparisons between public presenting and Japanese nude baths. Garr travelled to Japan prior to writing this book, and had to occasionally attend Japanese baths with colleagues. In the book he talks a lot about the social and physical barriers we put between ourselves and our audience that limit out ability to freely interact. He talks about removing lecterns, approaching the audience before during and after a talk, and focuses on how to structure talks and the appropriate slides that go with them. People likened my talk to a TED talk, and whether or not that is an apt comparison, a lot of what they meant came down to me following the approach of this book, and actively trying to engage with the audience.

The Cognitive Style of PowerPoint: Pitching Out Corrupts Within, Second Edition by Edward Tufte

Edward Tufte is considered one of the masters in the field of information visualisation and a huge promoter of content and truth in graphics over pizazz. This article comes out strongly against the traditional use of Powerpoint (and other slideware) as a tool for displaying bland bullet points that are often read verbatim by unprepared presenters. Tufte talks about the information presented in slides and how they are often used as standalone documents, rather than presentation aids. Instead Tufte promotes the use of short reports and handouts to augment talks, as well as reexamining the use of slideware to situations where visual aids enhance a presentation rather than dominate it.

However, not everyone may have time to read these books – although they will be a great benefit – but hopefully the abridged version of these books from someone who used to be uncomfortable in front of crowds can help others to also improve their public speaking skills.

How statistics can over state the risk of youth suicide.

Update: I have renamed this post as the original was pointed out that in my attempt to have a short enough title to fit on twitter it came across as a little antagonistic. The original title is still visible in the URL so old links don’t break.

In the words of the new (and poorly named) “Soften the Fuck Up” campaign

Suicide is the leading cause of death amongst young folks and most of them are blokes.

People have been recently regurgitating figures from the Australian Bureau of Statistics talking about how the leading cause of death for males aged 15-45 is suicide. I was briefly taken aback and shocked at such a thought. I mean, I’m a male aged 15-45, is suicide in my near future? Until I came to the realisation: what other causes of death for someone my age be?

Combined deaths for males across selected (aggregated) causes (source ABS)

Combined deaths for males across selected (aggregated) causes (source ABS)

What the above graph shows is the combined number of deaths for each age bracket for the most prolific causes of death across the age range. From this a few things instantly stand out, firstly that the number of suicides is relatively steady across people lifespans. What this indicates is that suicide isn’t a youth issue, its a people issue, but we will go into depth for this later. But the fact is, fewer young people die overall compared to older age groups, coupled with a relatively steady suicide rate across the whole lifespan. So it is to be expected that suicide is more common in younger and healthier demographics, because there are few large cause of death.

The positive news is that only 60 people died from assault in 2009, but sadly such ‘good’ news is rarely newsworthy.

Secondly, that the number of deaths for young people is relatively low compared to older people. In fact the leading causes of death for people aged 35 and older (heart disease and cancer) are relatively non-existent in people under 35. In fact when these common and natural causes of death are removed, there is little left to cause death in younger populations. The positive news is that only 60 people died from assault in 2009, but sadly such ‘good’ news is rarely newsworthy.  Furthermore, when preparing this graph it became apparent, that the leading cause of death for those aged 15-24 isn’t suicide, but traffic accidents. When combining car and motorcycle deaths into a single figure these numbered greater that the number of suicides for the same year for the 15-24 age bracket.

Digging a little deeper we can take a stronger look at the relation between suicide and age, and we come up with a graph like that shown below:

Suicide rates for males aged 15-65 for the years 2000-2009
Suicide rates for males aged 15-65 for the years 2000-2009 (source ABS)

From this, we can see again that suicide peaks in around forty, before tapering off again. Although, this removes the issue highlighted, that suicide is still relatively steady, we can draw a quite positive message – over the last ten years, suicide has fallen for every group except those over the age of 55. Again a far cry from the youth warning we are accustomed.

Lastly, with suicide portrayed as primarily young male problem, the comparison with women across the lifecycle warrants attention.

Suicide as a percentage of deaths
Suicide as a percentage of deaths (Source ABS)

As the graph shows, suicide is closest to equal at young ages, comparative to the growing disparity as people age.

The problem with peoples interpretation of these mortality statistics released by the ABS is that the figures are segregated by age, which complicates their interpretation. By aggregating them into larger blocks, without accounting for the natural underlying growth in death rates the disparity in suicide rates between the age groups is almost hidden.


On a personal note,  200 males aged 14-24 died of ‘intentional self-harm’ in 2009, and I knew one of them. He was not a statistics, or a piece of data in a chart, he was a friend to many. What happened was a tragedy, but what I, and a lot of people learned, was that it was an unpredictable and unexpected event.

Suggesting that suicide or self-harm is a common or obvious event does a disservice to anyone who has been effected by suicide. We are fortunate enough to live is a society were suicide is relatively rare among all demographics. That is why it hurts when it touches us so strongly when it happens, because it is so uncommon.

I am not suggesting that we should not be vigilant with those close to us. Suicide can be prevented, but pulling out “scare statistics” that suggest that what happened should have been obvious does nothing to help those who are left. Suicide is not a subject that should be taken lightly and baseless, uneducated statistics have the potential to hurt a lot more the event itself.

Can we find all the Roman toilets in ancient Jordan?

So Sam, what exactly do you do at uni?

Well, I’m glad you asked hypothetical reader, I solve practical problems. For example, for the last 2 months I along with 5 of my peers have been working with the Archaeology department at the University of Western Australia to design a tool to help field researchers track and visualise dig sites using Google Earth.

This work appears to have caught the eye of the publishing group at UWA and it was mentioned in a recent edition of the UWA News.

The tool will allow researchers to track and upload site information (including such information as “was this site a toilet”) via a webpage and have this be instantly viewable back here by researchers at UWA. So yes, in the near future UWA researchers will be able to easily find out where ancient Romans pooped when they were holidaying in Jordan!

Overlooked issues in online education

I just read an interesting reflection on online education. While a good read, much of the focus was on the cost or savings that online education brings to educational institutes over more traditional methods. While these are important issues for any one in the bursars office, they should be far from the minds of academia. What was less focused however was the aspect of time and the communication skills required in an online education

Karen Swan briefly mentioned how online education is a boon for students who are short on time:

In today’s world, working people and people with families especially just don’t have time for face-to-face classes.

What is flawed in this reasoning is that for the majority of students, study should be their primary focus. We cannot expect the great minds of tomorrow to be able to devote more time bagging groceries than dedicated to their homework. While this may at present be a reality for many, what is important is why this is the case. At least in Australia, despite having heavily subsidised education, in the form of low-interest government loans, short of being held by the parents purse strings, work is an important part of life.

What needs to be addressed, in all higher education, is how this can be reduced. While it is well and good to say ‘let them study during the evenings, when they have time’, if a persons primary concern is making it to the next paycheck, there is less motivation for academic study.

The other issue that was addressed only by Mark Bauerlein was the lack of face to face communication in online education. In the 1970′s Albert  Mehrabian posited that

Albert  Mehrabian posited that human communication is 93% body language and tone, with a scant 7% left for words
 human communication is 93% body language and tone, with a scant 7% left for words. This means that the majority of expression is lost, leaving both students and facilitators reaching for context in emails or posts. Furthermore, not just from a strictly educational side, the lack of interaction with fellow students will allow students to compartmentalise themselves. If the vast majority of their educational interactions are with teachers, they are less likely to encounter the challenging ideas or questions that other students may raise.

Ideally, online education is an excellent way to encourage more flexibility in learning for both students and teachers, however looking at it from a purely economical cost-benefit point of view overlooks the other issues that the change in interactions would bring.