"Computer chess"

I'm listening to Michael Lewis's new book and it's super fascinating. These financial folks are very much like scientists... except instead of trying to figure out some piece of nature, they're trying to figure out what other financial firms are doing. And the guys he profiles are doing an interesting thing that, to me, is engineering + ethics -- like, what kinds of systems/markets promote an ethical financial system.  I'm not describing it well, but that's not the point of this (brief) post.

In the book, one of the programmers talks about writing a program to play chess, and he remarks (paraphrasing - I don't have the actual book so I can't easily find the quote): "I'm not interested in computer chess, I'm interested in how to write a program to play computer chess." And I thought: yes! physicists are not at all interested in inclined planes or pulleys, but the "program" behind the inclined planes and pulleys. It's easy for students to think that we're going to all this trouble because we really get a kick out of inclined planes or cylindrical sheets of charge, but, of course, that's not the point at all.

But what's also interesting to me is that with PER there are two types: I think of folks like Ellie as being really interested in the "program" (engineering learning environments to learn more about learning); and then there are folks like, maybe?, Brian, who hew more towards the education -- being a better teacher and having happier students as the bigger goal, with the underlying theory less of an interesting piece. We're probably all a bit of both -- we're drawn towards this particular problem b/c it's a particularly important one to solve -- and also because it's an interesting one to solve.

A new schedule.

Kate Button was born on April 10th. I had initially imagined a home-bound Leslie with a sleepy newborn (they sleep 16 - 20 hours a day!) with plenty of time to write while Kate cooed sweetly beside me in a bassinet, and our army of family helpers made me delicious dinners.

Rachel helped me modify those expectations.

Newborns nurse every 2 - 3 hours, and nursing takes about 30 minutes, then a diaper change, then some cuddles/bounces/walking/begging/pleading to get her back to sleep. Then addressing whatever disaster happened (milky barfs, explosive poops, or finding an ice pack). Then I just want to stare at her. Guys, she is so incredibly enchanting. Having met newborns before and not been enchanted, I can say this motherhood thing is powerful stuff. I feel drugged. I could write pages about this -- but this is not the right forum. But do allow me a photo of what is, to me, the sweetest face (and fuzziest head).

How will I ever get anything done ever again?

First to-do list items (I can't believe these aren't done...) -- things to do that aren't really grant-related (so not part of summer salary) and that I'd like to finish during May:
1. Chapter for Responsive Teaching book.
2. Chapter for Effective Practices book.

And due soon (and Brian and I need to touch base!):
3. Annual report.

I think it's time to get back on the Pomodoro routine -- I easily can find 20-minute chunks of time, and these are tasks that are amenable to 20-minute chunks.

My hope is to start the day outlining my Pomodoros and then try to accomplish about 8 - 10 each day -- at least for this first month. That's barely 3 hours of work, but I'm being realistic. :)