Podcasts about ap computer science

Send us a textIn this special episode, we sit down with three innovative Stanford Graduate School of Education (GSE) students who are exploring cutting-edge applications of AI in education. Michael Chrzan is a Master's student and Dean's Fellow in the Education Data Science program at Stanford. A former Master Teacher in Detroit, he taught Mathematics and AP Computer Science for seven years. His research uses machine learning to predict large-scale school closures and inform equitable decision-making.Matías Hoyl is a Computer Science graduate from Chile and an edtech entrepreneur who has founded two startups focused on improving learning through technology. He led a coding bootcamp for women in Latin America, helping them launch tech careers. At Stanford, he is researching AI applications in education, including synthetic student simulations and AI-generated teaching tools.Samin Khan is an AI researcher specializing in K-12 and higher education and currently an AI Research Scientist at Kiddom. His work focuses on developing AI models for curriculum development, lesson planning, and grading. At Stanford's Education NLP Lab, he researches dialogue-based pedagogy and student engagement using large language models.

In this episode of Debugged, host Medha Gupta and guest host Tushar Mehta sit down with Anais Lawson, a software engineer at Microsoft on the Xbox team. Anais reflects on her journey, from feeling out of place in AP Computer Science to discovering her passion for tech through programs like JADE and Rewriting The Code. She talks about the importance of mentorship, community, and networking, which helped her shape her career and ultimately led her to frontend development. Anais also shares her experiences in tech classes, how she made her career decisions, and practical advice for students looking to land internships at top tech companies. Tune in for an inspiring and insightful conversation about navigating the tech industry, overcoming challenges, and building a successful career in computer science.

Introducing Scholarship GPS, an innovative online course that provides you with the knowledge and skills needed to secure valuable scholarships. The course features concise video lessons designed to seamlessly fit into your busy schedule, allowing you to learn at your own pace. Throughout the course, you'll acquire essential scholarship skills, including: - How to identify the best scholarships based on your student's profile - Tips and best practices for scholarship applications, essays, and projects - The importance of crafting your student's Personal Narrative, a key element in winning scholarships Additionally, you will have access to helpful tools such as: - A scholarship tracking tool preloaded with quick and easy no-essay scholarships for immediate application - A scholarship checklist template to ensure completion of applications - An activity log to track your student's volunteer experiences In addition to the valuable scholarship information, what sets Scholarship GPS apart is the inclusion of bonus lessons from trusted professionals, offering expert insights into college admissions, test preparation, and other crucial aspects of college readiness. By enrolling in this program, you will not only gain valuable information about scholarships but also receive a comprehensive overview of college preparation. Go to www.scholarshipgps.com/scholarship-gps to start your scholarship journey today! ------- Do you have a power of attorney for your college-aged student yet? Make sure you have the necessary documents that empower you to step in for your student in medical or financial emergencies with Mama Bear Legal Forms. Use my code ‘ScholarshipCoach' to get 20%-off their Young Adult Power of Attorney bundle, made specifically for college students. Click here to learn more. ------- Matthew Brooks has over 25 years of experience in the field of computer science. He began his career by working for a national Internet Service Provider for 10 years, where he held a variety of technical and leadership roles in support, network operations, and I.T. service management.. He then spent 7 years at Georgia State University, where in addition to managing I.T. systems, he facilitated and taught Java programming and computer forensics. He also lead software development teams for the Center for Health Information Technology. He has spent the past 5 years teaching computer science and robotics at the secondary school level. This includes coaching state champions in both middle school CyberPatriot and VEX Robotics competitions. In our conversation, Matthew and I discussed: Why AP Computer Science is important, even for non-computer majors Getting college credit for AP Computer Science How AP Computer Science can help with college admissions and scholarships How Matthew works with students to support them in preparing for the AP Computer Science test You can get in touch with Matthew at aspire2code.com ------- This week's featured scholarships: $60,000 Hagan Scholarship $2500 Community Service Scholarship $3000 “You Can't Label People, but You Can Label Products” Scholarship $3000 “Unboxing Your Life” Video Scholarship $1000 Cornwall Alliance Essay Contest Weekender: $2500 No Essay Scholarship

Send us a Text Message.Unlock the secrets of artificial intelligence with Eashan Kosaraju, a rising junior at Solon High School and the dynamic host of the All Things AI podcast. Discover how Eashan transitioned from a math enthusiast to a computer science aficionado, inspired by the support of exceptional teachers and engaging coursework like AP Chemistry and AP Computer Science. This episode sheds light on how early educational experiences can spark a lifelong passion for technology and AI.In this episode:Real-World AI Applications: Navigate the practical uses of AI, drawing fascinating parallels between the early internet era and today's AI landscape.Impactful Interviews: Hear about Eashan's memorable conversation with Mohan Gulati of thinkrr.ai, who excels at making complex AI topics accessible.Cybersecurity Challenges: Explore pressing issues like phishing and voice recognition scams, and understand the necessity for regulation.Tech Trivia Game: Test your AI knowledge with our exciting trivia segment.In the final segment, we delve into the ethical considerations and societal impacts of AI, focusing on its influence on jobs and education. Eashan introduces revolutionary tools like Khan Academy's Khanmego, and we discuss the mission of Encode Justice, a youth-powered movement advocating for responsible AI. The episode concludes with a heartfelt message about the importance of privacy, transparency, and human-centered AI, particularly during political elections. Don't miss out on this enriching conversation that underscores the significance of understanding AI's potential and challenges. Check out more resources with Eashan via Empower with AI, including his mini-lectures.Support the Show.Help me become the #1 (number one) podcast and podcaster for AI for Kids. Please follow, rate our show, and share with your family and friends, and even your teachers.Listen, rate, and subscribe! Stay updated with our latest episodes by subscribing to AI for Kids on your favorite podcast platform. Follow us on social media for more fun and educational content about AI and technology for kids! Apple Podcasts Amazon Music Spotify YouTube Other Like our content, subscribe or feel free to donate to our Patreon here: patreon.com/AiDigiTales

The Advanced Placement exams represent some of the most challenging subject-specific standardized tests a high schooler might ever take, and AP Computer Science is no exception. Amy and Mike believe that every test warrants smart, serious preparation, so we invited educator Edward Lee to share valuable strategies, insights, and resources for getting ready for the AP Computer Science A exam. What are five things you will learn in this episode? What is tested on the AP Computer Science A exam? How do AP Computer Science A and AP Computer Science Principles differ? What are the highest priority topics on the test? How should students prepare for the AP Computer Science A exam? What are the best prep materials for AP Computer Science A? MEET OUR GUEST Edward Lee is the owner and founder of Lee Tutoring, which he built from the ground up to make online test prep and academic tutoring as engaging and valuable as possible for digital natives. He has nearly a decade of experience in test prep and a bit more than a decade with computer science tutoring. While he originally intended to earn a degree in Computer Science, his love for teaching won out and he earned his degree in Philosophy instead, which he completed alongside a thesis on Samuel Beckett's novels and learning as overcoming "good sense." He's been tutoring full-time ever since! Edward's life mission is to reconcile his interest in both the cutting-edge field of computer science with his interest in classical education. In 6th grade, his father packed a copy of The Iliad into his backpack for some "light reading," but it hardly fit next to the Arduino project Edward had constructed for his physics class. His commitment to a socratic approach is symbolized by the Ionic column motif in Lee Tutoring's logo and his approach to technology is evident in the source code he writes to keep his business running! Edward and his team at Lee Tutoring have helped well over a thousand students achieve their goals on the SAT and ACT. Edward has personally helped dozens of students prepare for the AP Computer Science A, AP Computer Science Principles, and AP Calculus AB/BC exams. Edward can be reached at leetutoring.com. LINKS AP Computer Science A CodingBat AP CSA Java Course — AP CSAwesome Albert.io AP Computer Science A Premium, 2024: 6 Practice Tests + Comprehensive Review + Online Practice (Barron's AP Prep) RELATED EPISODES GETTING READY FOR THE AP LANGUAGE EXAM GETTING READY FOR THE AP US HISTORY EXAM GETTING READY FOR THE AP STATISTICS EXAM GETTING READY FOR THE AP PSYCHOLOGY EXAM GETTING READY FOR THE AP CHEMISTRY EXAM ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

Listen in to our interview with Nigel Nisbet, a rock musician, AP Physics and AP Computer Science teacher who did a tour of duty in an all-girls school, plus a specialist who devotes his time to reaching into the structure and beauty of mathematics and discussing the “science of learning math” from many angles. Nisbet who is currently the VP of Content Creation at MIND Education mentions how teaching modalities have changed and how learning has had to delve into facts of how people learn and the neuroscience of it all. He mentions a lot of the important mechanisms within the subject of math that are being addressed with advanced technology and what it means. LeiLani points out these important things that the software can do that human teachers find difficult such as true personalization for each point of potential student struggle, followed by Nisbet discussing how the “science of” is developed to manage this positively while still involving the teacher for certain particular human interactions to leverage expertise and emotional connection which causes better learning.

Listen in to our interview with Nigel Nisbet, a rock musician, AP Physics and AP Computer Science teacher who did a tour of duty in an all-girls school, plus a specialist who devotes his time to reaching into the structure and beauty of mathematics and discussing the “science of learning math” from many angles. Nisbet who is currently the VP of Content Creation at MIND Education mentions how teaching modalities have changed and how learning has had to delve into facts of how people learn and the neuroscience of it all. He mentions a lot of the important mechanisms within the subject of math that are being addressed with advanced technology and what it means. LeiLani points out these important things that the software can do that human teachers find difficult such as true personalization for each point of potential student struggle, followed by Nisbet discussing how the “science of” is developed to manage this positively while still involving the teacher for certain particular human interactions to leverage expertise and emotional connection which causes better learning.

Show Summary:In this episode, Natasha chats with one of her favorite people and classmates at Texas A&M University, Rachelle Pedersen! Natasha and Rachelle are both doctoral students in curriculum and instruction, and one of the few focused on engineering education. Rachelle shares her experiences teaching high school technology and engineering, including one of her favorite engineering design challenges. They also discuss the overwhelming expectations of STEM education and strategies to support teachers.Rachelle Pedersen is a Graduate Research Assistant and Instructor of Record for the Department of Teaching, Learning, and Culture. She holds a Bachelors of Science in Engineering Science (Concentration Technology Education) from Colorado State University and a Masters of Science in Curriculum & Instruction (Emphasis Science Education) from Texas A&M University. Her research focuses on motivation and social influences (e.g. mentoring and identity development) that support underrepresented students in STEM fields. She is also on the Board of Directors for the Cosmic Leap Foundation and the Outreach Chair for the Women in Science and Engineering (WISE) program at Texas A&M. Prior to graduate school, Rachelle taught high school technology and engineering education (Robotics/Engineering, AP Computer Science, and Video Production) and advised several after-school programs (e.g., Technology Student Association, Girls in STEM, Stage Crew).Links from the Show:Related The STEM Space Podcast Episodes 98. Who is an Engineer?91. Defining STEM ft. Molly Seward (K-4 STEM Teacher)Vivify STEM Blog Posts How to Teach Growth Mindset and Failing ForwardEngineering in the Science ClassroomVivify STEM LessonsSTEM Scope & Sequence (Pacing Guides) - FREE!!Roller Coaster STEM ChallengeElementary School Version (K-5)Middle School Version (5-8)Interview Questions to ask STEM Professionals - FREE!!Other STEM ResourcesWhat is CTE? (from the Association of Career and Technical Education)Vivify STEM Curriculum MapLearn More About Space Club Career ChatsVoya Foundation's National STEM Fellowship in partnership with the NNSTOYWiSE at Texas A&M UniversitySkype a ScientistRachelle's Favorite STEM Lesson: Making Cents of the Nature of EngineeringQuick TipsTHE STEM SPACE SHOWNOTESTHE STEM SPACE FACEBOOK GROUPVIVIFY INSTAGRAMVIVIFY FACEBOOKVIVIFY TWITTERVIVIFY TIKTOK

Thanks to the almost 30k people who tuned in to the last episode!Your podcast cohosts have been busy shipping:* Alessio open sourced smol-podcaster, which makes the show notes here! * swyx launched GodMode. Maybe someday the Cursor of browsers?* We're also helping organize a Llama Finetuning Hackameetup this Saturday in anticipation of the CodeLlama release. Lastly, more speakers were announced at AI Engineer Summit!

The Director of STEAM and the Imagination Lab at Richmond Community Schools, Steven Hensley, joins us to discuss building a brand new and innovative program from the ground up. Steven Hensley serves as the Director of STEAM & Imagination Lab at Richmond Community Schools. His journey into education was not exactly linear, but he is so glad to have found his way here. Steven has been privileged as a classroom educator for the last six years, teaching anything from AP Computer Science to Biology 1, with the majority of his teaching experience at the 9th and 10th grade level and his beloved middle school kiddos. Steven works passionately to develop cross curricular units and weave in interdisciplinary techniques, all from an inquiry based instructional approach. He champions the best ideas and techniques for kids because at the end of the day, “if it doesn't work for kids, it doesn't work." Moderated by Keep Indiana Learning Digital Learning Coach, Tim Arnold. Tim Arnold is a District eLearning Specialist with Richmond Community schools in Richmond, IN. Prior to that he was a social studies teacher, coach, and educational leader at Nettle Creek Schools in Hagerstown,IN. Tim was selected as a Top Ten Educator in the State of Indiana in 2008, taught Social Studies methods in the Earlham College Master of Arts in Teaching program, and has presented at multiple local, state and national conferences (ICE, HECC, CanvasCon, InstructureCon, ISTE) on topics he is passionate about including blended learning, student engagement, Canvas, G Suite for Education, and EduProtocols. Additionally, Tim holds certifications in Technology Leadership (CIESC Cohort 8), Google (Level 1), FlipGrid, and Nearpod and collaborates with @RCSLearn colleagues to host a Twitter chat with over 130 episodes. Tim, a current HECC Board Member, joined Keep Indiana Learning as a Digital Learning Coach in the fall of 2021 and was recently selected for the Jacobs Educator Award from Indiana University. Tim and his wife Julie, a former “rock-star” 6th grade science teacher and current guidance counselor, are graduates of Indiana University (BS ‘90) and Ball State University (MA ‘97), and have two children, Kelsie, a UX Designer for Aloompa and Nick, a Plant Manager with Co-Alliance.Tim's mantra is to serve others with patient persistence.

Kelly and Sean interview Ryan Dehmoubed, co-founder of JuiceMind (https://www.juicemind.com/), a startup focused on hardware and software for the K-12 computer science education market. Their initial products focus on the AP Computer Science curriculum with a goal of making coding more engaging while showing students the practical applications of coding. In this interview, we'll cover everything from the shortage of computer science teachers to smart doorbells to going beyond Kahoot! to tools that help teachers assess student learning progress. Special Guest: Ryan Dehmoubed.

We talk to three students about the two AP computer science classes we currently offer at QI. AP computer Science A and AP computer science principles. They share their experience with the class. Hope you enjoy and be sure to check out the SG instagram account for for information. Listen everywhere you can find podcasts and be sure to share with your friends!

Press the start button with AP Computer Science Principles! Listen in as Derek and special guest, Maureen Reyes, share insights on how this special course attracts a greater diversity of students to Computer Science by focusing on creative problem solving and real-world applications. Conversation includes the end of course exam and the AP coordinator's role. No prerequisites required for this episode of Coordinated. Chat with a Coordinator (hosted by Derek and Rachel): https://eventreg.collegeboard.org/v70eKe Chat with a Coordinator: https://apcentral.collegeboard.org/professional-learning/learning-opportunities-ap-coordinators  Power Hour Live: https://eventreg.collegeboard.org/event/ac7ee1b4-dfef-44c9-9a0e-a87e8758521a/summaryAP Computer Science Principles: https://apcentral.collegeboard.org/courses/ap-computer-science-principlesBring AP CSP to Your School: https://apcentral.collegeboard.org/courses/ap-computer-science-principles/bring-csp-to-your-school?course=ap-computer-science-principlesResearch on AP CSP: https://apcentral.collegeboard.org/courses/ap-computer-science-principles/ap-csp-research-findings?course=ap-computer-science-principlesBenefits of AP: https://apcentral.collegeboard.org/about-ap/launch-grow-ap-program/discover-benefitsJoin the AP Coordinator Community:  https://apcommunity.collegeboard.org/web/apcoordinatorsMusic by Jackie Rae:  https://www.instagram.com/jackierae/Logo design by Amy Oh:  amyjyo.com  /  IG: amyjyoh

Welcome to Episode 38 of The Darlington Podcast!  In this episode, Head of School Brent Bell reflects on 2021 with Stefan Eady, assistant head of school for academic affairs, and Division Directors Chad Woods and Hope Jones. What was Mr. Bell's favorite fine arts performance of the year? Which football game is Mr. Woods still talking about? What soundtrack does Mrs. Jones think best describes 2021? What are Mr. Eady's book and podcast recommendations for 2022? Find out right here!  Brent Bell was named Darlington's 11th head of school in 2014. With over two decades of experience in education, he holds a B.A. in History from the University of Richmond and an M.S. in Education from Virginia Commonwealth University. Prior to Darlington, Brent was head of Upper School at Randolph School in Huntsville, Ala. He also served previously as assistant headmaster and dean of academic affairs at Woodberry Forest School in Virginia. Stefan Eady has held a variety of different roles in communications, web development and information technology since he began working at Darlington in 1997. In 2016, he was named assistant head of school for academic resources and, in 2021, assistant head of school for academic affairs. He also teaches AP Computer Science. Stefan holds a B.A. from Berry College and an M.S.I.S. from Kennesaw State University.  Chad Woods joined the faculty as a math teacher in 2006 and was named director of Upper School in 2019. He holds a B.S. and M.Ed. from the University of West Georgia. Chad's previous roles at Darlington have included dean of studies and master scheduler, math department chair, head baseball coach, head softball coach, and head golf coach.  Hope Jones has served as director of Pre-K to 8 since 2014 and has more than 30 years of experience in education. She holds a B.A. in Elementary Education and English from the University of Alabama – Huntsville as well as an M.A. in Middle Level Curriculum and Instruction from George Mason University in Fairfax, Va. During her career, Hope has served in teaching and administrative roles in Alabama, Virginia, Washington, D.C., California, and Georgia.  https://www.darlingtonschool.org/Today/Details/5795942 (Click here for complete show notes >>)

About MarkMark loves to teach and code.He is an award winning university instructor and engineer. He comes with a passion for creating meaningful learning experiences. With over a decade of developing solutions across the tech stack, speaking at conferences and mentoring developers he is excited to continue to make an impact in tech. Lately, Mark has been spending time as a Developer Relations Engineer on the Angular Team.Links:Twitter: https://twitter.com/marktechson TranscriptAnnouncer: Hello, and welcome to Screaming in the Cloud with your host, Chief Cloud Economist at The Duckbill Group, Corey Quinn. This weekly show features conversations with people doing interesting work in the world of cloud, thoughtful commentary on the state of the technical world, and ridiculous titles for which Corey refuses to apologize. This is Screaming in the Cloud.Corey: This episode is sponsored in part by our friends at Vultr. Spelled V-U-L-T-R because they're all about helping save money, including on things like, you know, vowels. So, what they do is they are a cloud provider that provides surprisingly high performance cloud compute at a price that—while sure they claim its better than AWS pricing—and when they say that they mean it is less money. Sure, I don't dispute that but what I find interesting is that it's predictable. They tell you in advance on a monthly basis what it's going to going to cost. They have a bunch of advanced networking features. They have nineteen global locations and scale things elastically. Not to be confused with openly, because apparently elastic and open can mean the same thing sometimes. They have had over a million users. Deployments take less that sixty seconds across twelve pre-selected operating systems. Or, if you're one of those nutters like me, you can bring your own ISO and install basically any operating system you want. Starting with pricing as low as $2.50 a month for Vultr cloud compute they have plans for developers and businesses of all sizes, except maybe Amazon, who stubbornly insists on having something to scale all on their own. Try Vultr today for free by visiting: vultr.com/screaming, and you'll receive a $100 in credit. Thats v-u-l-t-r.com slash screaming.Corey: This episode is sponsored in part by something new. Cloud Academy is a training platform built on two primary goals. Having the highest quality content in tech and cloud skills, and building a good community the is rich and full of IT and engineering professionals. You wouldn't think those things go together, but sometimes they do. Its both useful for individuals and large enterprises, but here's what makes it new. I don't use that term lightly. Cloud Academy invites you to showcase just how good your AWS skills are. For the next four weeks you'll have a chance to prove yourself. Compete in four unique lab challenges, where they'll be awarding more than $2000 in cash and prizes. I'm not kidding, first place is a thousand bucks. Pre-register for the first challenge now, one that I picked out myself on Amazon SNS image resizing, by visiting cloudacademy.com/corey. C-O-R-E-Y. That's cloudacademy.com/corey. We're gonna have some fun with this one!Corey: Welcome to Screaming in the Cloud. I'm Corey Quinn. Anyone who has the misfortune to follow me on Twitter is fairly well aware that I am many things: I'm loud, obnoxious, but snarky is most commonly the term applied to me. I've often wondered, what does the exact opposite of someone who is unrelentingly negative about things in cloud look like? I'm here to answer that question is lightness and happiness and friendliness on Twitter, personified. His Twitter name is @marktechson. My guest today is Mark Thompson, developer relations engineer at Google. Mark, thank you for joining me.Mark: Oh, I'm so happy to be here. I really appreciate you inviting me. Thanks.Corey: Oh, by all means. I'm glad we're doing these recordings remotely because I strongly suspect, just based upon the joy and the happiness and the uplifting aspects of what it is that you espouse online that if we ever shook hands, we'd explode as we mutually annihilate each other like matter and antimatter combining.Mark: Feels right. [laugh].Corey: So, let's start with the day job; seems like the easy direction to go in. You're a developer relations engineer. Now, I've heard of developer advocates, I've heard of the DevRel term, a lot of them get very upset when I refer to them as ‘devrelopers', but that's the game that we play with language. What is the developer relations engineer?Mark: So, I describe my job this way: I like to help external communities with our products. I work on the Angular team, so I like to help our external communities but then I also like to work with our internal team to help improve our product. So, I see it as helping as a platform, as a developer relations engineer. But the engineer part is, I think, is important here because, at Google, we still do coding and we still write things; I'm going to contribute to the Angular platform itself versus just only giving talks or only writing blog posts to creating content, they still want us to do things like solve problems with the platform as well.Corey: So, this is where my complete and abject lack of understanding of the JavaScript ecosystem enters the conversation. Let's be clear here, first let me check my assumptions. Angular is a JavaScript framework, correct?Mark: Technically a TypeScript framework, but you could say JavaScript.Corey: Cool. Okay, again, this is not me setting you up for a joke or anything like that. I try to keep my snark to Twitter, not podcast because that tends to turn an awful lot into me berating people, which I try to reserve for those who really have earned it; they generally have the word chief somewhere in their job title. So, I'm familiar with sort of an evolution of the startups that I worked at where Backbone was all the rage, followed by, “Oh, you should never use Backbone. You should be using Angular instead.”And then I sort of—like, that was the big argument the last time I worked in an environment like that. And then I see things like View and React and several other things. At some point, it seems like, pick a random name out of the air; if it's not going to be a framework, it's going to be a Pokemon. What is the distinguishing characteristic or characteristics of Angular?Mark: I like to describe Angular to people is that the value-add is going to be some really incredible developer ergonomics. And when I say that I'm thinking about the tooling. So, we put a lot of work into making sure that the tooling is really strong for developers, where you can jump in, you can get started and be productive. Then I think about scale, and how your application runs at scale, and how it works at scale for your teams. So, scale becomes a big part of the story that I tell, as well, for Angular.Corey: You spend an awful lot of time telling stories about Angular. I'm assuming most of them are true because people don't usually knowingly last very long in this industry when they just get up on stage and tell lies, other than, “This is how we do it in our company,” which is the aspirational conference-ware that we all wish we ran. You're also, according to your bio, which of course, is always in the [show notes 00:04:16], you're an award-winning university instructor. Now, award-winning—great. For someone who struggled mightily in academia, I don't know much about that world. What is it that you teach? How does being a university instructor work? I imagine it's not like most other jobs where you wind up showing up, solving algorithms on a whiteboard, and they say, “Great, can you start tomorrow?”Mark: Sure. So, when I was teaching at university, what I was teaching was mostly coding bootcamps. So, some universities have coding bootcamps that they run themselves. And so I was a part of some instructional teams that work in the university. And that's how I won the Teaching Excellence Award. So, the award that I won actually was the Distinguished Teaching Excellence Award, based on my performance at work when I was teaching at university.Corey: I want to be clear here, it's almost enough to make someone question whether you really were involved there because the first university, according to your background that you worked on was Northwestern, but then it was through the Harvard Extension School, and I was under the impression that doing anything involving Harvard was the exact opposite of an NDA, where you're contractually bound to mention that, “Oh, I was involved with Harvard in the following way,” at least three times at any given conversation. Can you tell I spent a lot of time dealing with Harvard grads?Mark: [laugh]. Yeah, Harvard is weird like that, where people who've worked there or gone there, it comes up as a first thing. But I'll tell the story about it if someone asks me, but I just like to talk about univer—that's why I say ‘university,' right? I don't say, “Oh, I won an award at Northwestern.” I just say, “University award-winning instructor.”The reason I say even the ‘award-winning', that part is important for credibility, specifically. It's like, hey, if I said I'm going to teach you something, I want you to know that you're in really good hands, and that I'm really going to do my best to help you. That's why I mention that a lot.Corey: I'll take that even one step further, and please don't take this as in any way me casting aspersions on some of your colleagues, but very often working at Google has felt an awful lot like that in some respects. I've never seen you do it. You've never had to establish your bona fides in a conversation that I've seen by saying, “Well, at Google this is how we do it.” Because that's a logical fallacy of appeal to authority in many respects. Yeah, I'm sure you do a lot of things at Google at a multinational trillion-dollar company that if I'm founding a four-person startup called Twitter for Pets might not necessarily be the same constraints that I'm faced with.I'm keenly appreciative folks who recognize that distinction and don't try and turn it into something else. We see it with founders, too, “Oh, we're a small scrappy startup and our founders used to work at Google.” And it's, “Hmm, I'm wondering if the corporate culture at a small startup might be slightly different these days.” I get it. It does resonate and it carries weight. I just wonder if that's one of those unexamined things that maybe it's time to dive into a bit more.Mark: Hmm. So, what's funny about that is—so people will ask me, what do I do? And it really depends on context. And I'll usually say, “Oh, I work for a company on the West Coast,” or, “For a tech company on the West Coast.” I'll just say that first.Because what I really want to do is turn the conversation back to the person I'm talking to, so here's where that unrelenting positivity kind of comes in because I'm looking at ways, how can I help boost you up? So first, I want to hear more about you. So, I'll kind of like—I won't shrink myself, but I'll just be kind of vague about things so I could hear more about you so we're not focused on me. In this case, I guess we are because I'm the guest, but in a normal conversation, that's what I would try to do.Corey: So, we've talked about JavaScript a little bit. We've talked about university a smidgen. Now, let me complete the trifecta of things that I know absolutely nothing about, specifically positivity on Twitter. You have been described to me as the mayor of wholesome Twitter. What is that about?Mark: All right, so let me be really upfront about this. This is not about toxic positivity. We got to get that out in the open first, before I say anything else because I think that people can hear that and start to immediately think, “Oh, this guy is just, you know, toxic positivity where no matter what's happening, he's going to be happy.” That is not the same thing. That is not the same thing at all.So, here's what I think is really interesting. Online, and as you know, as a person on Twitter, there's so many people out there doing damage and saying hurtful things. And I'm not talking about responding to someone who's being hurtful by being hurtful. I mean the people who are constantly harassing women online, or our non-binary friends, people who are constantly calling into question somebody's credibility because of, oh, they went to a coding bootcamp or they came from self-taught. All these types of ways to be really just harmful on Twitter.I wanted to start adding some other perspective of the positivity side of just being focused on value-add in our interactions. Can I craft this narrative, this world, where when we meet, we're both better off because of it, right? You feel good, I feel good, and we had a really good time. If we meet and you're having a bad time, at least you know that I care about you. I didn't fix you. I didn't, like, remove the issue, but you know that somebody cares about you. So, that's what I think wholesome positivity comes into play is because I want to be that force online. Because we already have plenty of the other side.Corey: It's easy for folks who are casual observers of my Twitter nonsense to figure, “Oh, he's snarky and he's being clever and witty and making fun of big companies”—which I do–And they tend to shorthand that sometimes to, “Oh, great. He's going to start dunking on people, too.” And I try mightily to avoid that it's punch up, never down.Mark: Mm-hm.Corey: I understand there's a school of thought that you should never be punching at all, which I get. I'm broken in many ways that apparently are entertaining, so we're going to roll with that. But the thing that incenses me the most—on Twitter in my case—is when I'll have something that I'll put out there that's ideally funny or engaging and people like it and it spreads beyond my circle, and then you just have the worst people on the internet see that and figure, “Oh, that's snarky and incisive. Ah, I'm like that too. This is my people.”I assure you, I am not your people when that is your approach to life. Get out of here. And curating the people who follow and engage with you on Twitter can be a full-time job. But oh man, if I wind up retweeting someone, and that act brings someone who's basically a jackwagon into the conversation, it's no. No-no-no.I'm not on Twitter to actively make things worse unless you're in charge of cloud pricing, in which case yes, I am very much there to make your day worse. But it's, “Be the change you want to see in the world,” and lifting people up is always more interesting to me than tearing people down.Mark: A thousand percent. So, here's what I want to say about that is, I think, punching up is fine. I don't like to moderate other people's behavior either, though. So, if you'd like punching up, I think it'd be funny. I laugh at jokes that people make.Now, is it what I'll do? Probably not because I haven't figured out a good way for me to do it that still goes along my core values. But I will call out stuff. Like if there's a big company that's doing something that's pretty messed up, I feel comfortable calling things out. Or when drama happens and people are attacking someone, I have no problem with just be like, “Listen, this person is a stand-up person.”Putting myself kind of like… just kind of on the front line with that other person. Hey, look, this person is being attacked right now. That person is stand-up, so if you got a problem them, you got a problem with me. That's not the same thing as being negative, though. That's not the same thing as punching down or harming people.And I think that's where—like I say, people kind of get that part confused when they think that being kind to people is a sign of weakness, which is—it takes more strength for me to be kind to people who may or may not deserve it, by societal standards. That I'll try to understand you, even though you've been a jerk right now.Corey: Twitter excels at fomenting outrage, and it does it by distancing us from being able to easily remember there's a person on the other side of these things. It is ways you're going to yell at someone, even my business partner in a text message. Whenever we start having conversations that get a little heated—which it happens; business partnership is like a marriage—it's oh, I should pick up the phone and call him rather than sending things that stick around forever, that don't reflect the context of the time, and five years later when I see it, I feel ashamed." I'm not here to advocate for other people doing things on Twitter the way that I do because what I do is clever, but the failure mode of clever in my case is being a complete jerk, and I've made that mistake a lot when I was learning to do it when my audience was much smaller, and I hurt people. And whenever I discovered that that is what happened, I went out of my way, and still do, to apologize profusely.I've gotten relatively good at having to do less of those apologies on an ongoing basis, but very often people see what I'm doing and try to imitate what they're seeing; it just comes off as mean. And that's not acceptable. That's not something that I want to see more of in the world. So, those are my failure modes. I have to imagine the only real failure mode that you would encounter with positivity is inadvertently lifting someone up who turns out to be a trash goblin.Mark: [laugh]. That and I think coming off as insincere. Because if someone is always positive or a majority of the time, positive, if I say something to you, and you don't know me that actually mean it, sincerity is incredibly hard to get over text. So, if I congratulate you on your job, you might be like, “Oh, he's just saying that for attention for himself because now he's being the nice guy again.” But sincerity is really, really hard to convey, so that's one of the failure modes is like I said, being sincere.And then lifting up people who don't deserve to be lifted up, yeah, that's happened before where I've engaged with people or shared some of their stuff in an effort to boost them, and find out, like you said, legit trash goblin, like, their home address is under a bridge because they're a troll. Like, real bad stuff. And then you have back off of that endorsement that you didn't know. And people will DM you, like, “Hey, I see that you follow this person. That person is a really bad person. Look at what they're saying right now.” I'm like, “Well, damn, I didn't know it was bad like that.”Corey: I've had that on the podcast, too, where I'll have a conversation with someone and then a year or so later, they'll wind up doing something horrifying, or something comes to light and the rest, and occasionally people will ask, “So, why did you have that person on this show?” It's yeah, it turns out that when we're having a conversation, that somehow didn't come up because as I'm getting background on people and understanding who they are and what they're about in the intake questionnaire, there is not a separate field for, “Are you terrible to women?” Maybe there should be, but that's something that it's—you don't see it. And that makes it easy to think that it's not there until you start listening more than you speak, and start hearing other people's stories about it. This is the challenge.As much as I aspire at times to be more positive and lift folks up, this is the challenge of social media as it stands now. I had a tweet the other day about a service that AWS had released with the comment that this is fantastic and the team that built it should be proud. And yeah, that got a bit of engagement. People liked it. I'm sure it was passed around internally, “Yay, the jerk liked something.” Fine.A month ago, they launched a different service, and my comment was just distilled down to, “This is molten garbage.” And that went around the tech internet three times. When you're positive, it's one of those, “Oh, great. Yeah, that's awesome.” Whereas when I savage things, it's, “Hey, he's doing it again. Come and look at the bodies.” Effectively the rubbernecking thing. “There's been a terrible accident, let's go gawk at it.”Mark: Right.Corey: And I don't quite know what to do with that because it leads to the mistaken and lopsided impression that I only ever hate things and I don't think that a lot of stuff is done well. And that's very much not the case. It doesn't restrict itself to AWS either. I'm increasingly impressed by a lot of what I'm seeing out of Google Cloud. You want to talk about objectivity, I feel the same way about Oracle Cloud.Dunking on Oracle was a sport for me for a long time, but a lot of what they're doing on a technical and on a customer-approach basis in the cloud group is notable. I like it. I've been saying that for a couple of years. And I'm gratified the response from the audience seems to at least be that no one's calling me a shill. They're saying, “Oh, if you say it, it's got to be true.” It's, “Yes. Finally, I have a reputation for authenticity.” Which is great, but that's the reason I do a lot of the stuff that I do.Mark: That is a tough place to be in. So, Twitter itself is an anomaly in terms of what's going to get engagement and what isn't. Sometimes I'll tweet something that at least I think is super clever, and I'm like, “Oh, yeah. This is meaningful, sincere, clever, positive. This is about to go bananas.” And then it'll go nowhere.And then I'll tweet that I was feeling a depression coming on and that'll get a lot of engagement. Now, I'm not saying that's a bad thing. It's just, it's never what I think. I thought that the depression tweet was not going to go anywhere. I thought that one was going to be like, kind of fade into the ether, and then that is the one that gets all the engagement.And then the one about something great that I want to share, or lifting somebody else up, or celebrating somebody that doesn't go anywhere. So, it's just really hard to predict what people are going to really engage with and what's going to ring true for them.Corey: Oh, I never have any idea of how jokes are going to land on Twitter. And in the before times, I had the same type of challenge with jokes in conference talks, where there's a joke that I'll put in there that I think is going to go super well, and the audience just sits there and stares. That's okay. My jokes are for me, but after the third time trying it with different audiences and no one laughs, okay, I should keep it to myself, then. Other times just a random throwaway comment, and I find it quoted in the newspaper almost. And it's, “Oh, okay.”Mark: [laugh].Corey: You can never tell what's going to hit and what isn't.Mark: Can we talk about that though? Like—Corey: Oh, sure.Mark: Conference talking?Corey: Oh, my God, no.Mark: Conference speaking, and just how, like—I remember one time I was keynoting—well I was emceeing and I had the opening monologue. And so [crosstalk 00:17:45]—Corey: We call that a keynote. It's fine. It is—I absolutely upgrade it because people know what you're talking about when you say, “I keynoted the thing.” Do it. Own it.Mark: Yeah.Corey: It's yours.Corey: So, I was emcee and then I did the keynote. And so during the keynote rehearsals—and this is for all the academia, right, so all these different university deans, et cetera. So, in the practice, I'm telling this joke, and it is landing, everybody's laughing, blah, blah, blah. And then I get in there, and it was crickets. And in that moment, you want to panic because you're like, “Holy crap, what do I do because I was expecting to be able to ride the wave of the laughter into my next segment,” and now it's dead silent. And then just that ability to have to be quick on your feet and not let it slow you down is just really hard.Corey: This episode is sponsored by our friends at Oracle HeatWave is a new high-performance accelerator for the Oracle MySQL Database Service. Although I insist on calling it “my squirrel.” While MySQL has long been the worlds most popular open source database, shifting from transacting to analytics required way too much overhead and, ya know, work. With HeatWave you can run your OLTP and OLAP, don't ask me to ever say those acronyms again, workloads directly from your MySQL database and eliminate the time consuming data movement and integration work, while also performing 1100X faster than Amazon Aurora, and 2.5X faster than Amazon Redshift, at a third of the cost. My thanks again to Oracle Cloud for sponsoring this ridiculous nonsense.Corey: It's a challenge. It turns out that there are a number of skills that are aligned but are not the same when it comes to conference talks, and I think that is something that is not super well understood. There's the idea of, “I can get on stage in front of a bunch of people with a few loose talking points, and just riff,” that sort of an improv approach. There's the idea of, “Oh, I can get on stage with prepared slides and have presenter notes and have a whole direction and theme of what I'm doing,” that's something else entirely. But now we're doing video and the energy is completely different.I've presented live on video, I've done pre-recorded video, but in either case, you're effectively talking to the camera and there is no crowd feedback. So, especially if you'd lean on jokes like I tend to, you can't do a cheesy laugh track as an insert, other than maybe once as its own joke. You have to make sure that you can resonate and engage with folks, but there are no subtle cues from the audience like half the front row getting up and walking out. You have to figure out what it is that resonates, what it is that doesn't, why people should care. And of course, distinguishing and differentiating between this video that you're watching now and the last five Zoom meetings that you've been on that look an awful lot the same; why should you care about this talk?Mark: The hardest thing to do. I think speaking remotely became such a big challenge. So, over time it became a little easier because I found some of the value in it, but it was still much harder because of all the things that you said. What became easier was that I didn't have to go to a place. That was easier.So, I could take three different conference talks in a day for three different organizations. So, that was easier. But what was harder, just like you said, not being able to have that energy of the crowd to know when you're on point because you look for that person in the audience who's nodding in agreement, or the person who's shaking their head furiously, like, “Oh, this is all wrong.” So, you might need to clarify or slow down or—you lose all your cues, and that's just really, really hard. And I really don't like doing video pre-recorded talks because those take more energy for me than they do the even live virtual because I have to edit it and I have to make sure that take was right because I can't say, “Oh, excuse me. Well, I meant to say this.”And I guess I could leave that in there, but I'm too much of a—I love public speaking, so I put so much pressure on myself to be the best version of myself at every opportunity when I'm doing public speaking. And I think that's what makes it hard.Corey: Oh, yeah. Then you add podcasts into the mix, like this one, and it changes the entire approach. If I stumble over my words in the middle of a sentence that I've done a couple of times already, on this very show, I will stop and repeat myself because it's easier to just cut that out in post, and it sounds much more natural. They'll take out ums, ahs, stutters, and the rest. Live, you have to respond to that very differently, but pre-recorded video has something of the same problem because, okay, the audio you can cut super easily.With video, you have to sort of a smear, and it's obvious when people know what they're looking at. And, “Wait, what was that? That was odd. They blew a take.” You can cheat, which is what I tend to do, and oh, I wind up doing a bunch of slides in some of my talks because every slide transition is an excuse to cut because suddenly for a split second I'm not on the camera and we can do all kinds of fun things.But it's all these little things, and part of the problem, too, with the pandemic was, we suddenly had to learn how to be A/V folks when previously we had the good fortune slash good sense to work with people who are specialist experts in this space. Now it's, “Well, I guess I am the best boy grip today,” whate—I'm learning what that means [laugh] as we—Mark: That's right.Corey: —continue onward. Ugh. I never signed up for this, but it's the thing that happens to you instead of what you plan on. I think that's called life.Mark: Feels right. Feels right, yeah. It's just one of those things. And I'm looking forward to the time after this, when we do get back to in-person talks, and we do get to do some things. So, I have a lot of hot takes around speaking. So, I came up in Toastmasters. Are you familiar with Toastmasters at all?Corey: I very much am.Mark: Oh, yeah. Okay, so I came up in Toastmasters, and for people at home who don't know, it's kind of like a meetup where you go and you actually practice public speaking, based on these props, et cetera. For me, I learned to do things like not say ‘um' and ‘ah' on stage because there's someone in the room counting every time you do it, and then when you get that review at the end when they give you your feedback, they'll call that out. Or when you say ‘like you know,' or too many ‘and so', all these little—I think the word is disfluencies that you use that people say make you sound more natural, those are things that were coached out with me for public speaking. I just don't do those things anymore, and I feel like there are ways for you not to do it.And I tweeted that before, that you shouldn't say ‘um' and ‘ah' and have someone tell me, “Oh, no, they're a natural part of language.” And then, “It's not natural and it could freak people out.” And I was like, “Okay. I mean, you have your opinion about that.” Like, that's fine, but it's just a hot take that I had about speaking.I think that you should do lots of things when you speak. The rate that you walk back and forth, or should you be static? How much should be on your slides? People put a lot of stuff on slides, I'm like, “I don't want to read your slides. I'd rather listen to you use your slides.” I mean, I can go on and on. We should have another podcast called, “Hey, Mark talks about public speaking,” because that is one of my jams. That and supporting people who come from different paths. Those two things, I can go on for hours about.Corey: And they're aligned in a lot of respects. I agree with you on the public speaking. Focusing on the things that make you a better speaker are not that hard in most cases, but it's being aware of what you're doing. I thought I was a pretty good speaker when I had a coach for a little while, and she would stand there, “Give just the first minute of your talk.” And she's there and writing down notes; I get a minute in and it's like, “Okay, I can't wait to see what she doesn't like once I get started.” She's like, “Nope. I have plenty. That will cover us for the next six weeks.” Like, “O…kay? I guess she doesn't know what she's doing.”Spoiler she did, in fact, know what she was doing and was very good at it and my talks are better for it as a result. But it comes down to practicing. I didn't have a thing like Toastmasters when I was learning to speak to other folks. I just did it by getting it wrong a lot of times. I would speak to small groups repeatedly, and I'd get better at it in time.And I would put time-bound on it because people would sit there and listen to me talk and then the elevator would arrive at our floor and they could escape and okay, they don't listen to me publicly speaking anymore, but you find time to practice in front of other folks. I am kidding, to be clear. Don't harass strangers with public speaking talks. That was in fact a joke. I know there's at least one person in the audience who's going to hear that and take notes and think, “Ah, I'm going to do that because he said it's a good idea.” This is the challenge with being a quote-unquote, “Role model” sometimes. My role model approach is to give people guidance by providing a horrible warning of what not to do.Mark: [laugh].Corey: You've gone the other direction and that's kind of awesome. So, one of the recurring themes of this show has been, where does the next generation come from? Where do we find the next generation of engineer, of person working in cloud in various ways? Because the paths that a lot of us walked who've been in this space for a decade or more have been closed. And standing here, it sounds an awful lot like, “Oh, go in and apply for jobs with a firm handshake and a printed copy of your resume and ask to see the manager and you'll have a job before dark.”Yeah, what worked for us doesn't work for people entering the workforce today, and there have to be different paths. Bootcamps are often the subject of, I think, a deserved level of scrutiny because quality differs wildly, and from the outside if you don't know the space, a well-respected bootcamp that knows exactly what it's doing and has established long-term relationships with a number of admirable hiring entities in the space and grifter who threw together a website look identical. It's a hard problem to solve. How do you view teaching the next generation and getting them into this space, assuming that that isn't something that is morally reprehensible? And some days, I wonder if exposing this industry to folks who are new to it isn't a problem.Mark: No, good question. So, I think in general—so I am pro bootcamp. I am pro self-taught. I was not always. And that's because of personal insecurity. Let's dive into that a little bit.So, I've been writing code since I was probably around 14 because I was lucky enough to go to a high school to had a computer science program on the south side of Chicago, one school. And then when I say I was lucky, I was really lucky because the school that I went to wasn't a high resource school; I didn't go to a private school. I went to a public school that just happened that one of the professors from IIT, also worked on staff a few days a week at my school, and we could take programming classes with this guy. Total luck. And so I get into computer science that way, take AP Computer Science in high school—which is, like, the pre-college level—then I go into undergrad, then I go into grad school for computer science.So, like, as traditional of a path that you can get. So, in my mind, it was all about my sweat equity that I had put in that disqualified everybody else. So, Corey, if you come from a bootcamp, you haven't spent the time that I spent learning to code; you haven't sweat, you haven't had to bleed, you haven't tried to write a two's complement algorithm on top of your other five classes for that semester. You haven't done it, definitely you don't deserve to be here. So, that was so much of my attitude, until—until—I got the opportunity to have my mind completely blown when I got asked to teach.Because when I got to asked to teach, I thought, “Yeah, I'm going to have my way of going in there and I'm going to show them how to do it right. This is my chance to correct these coding bootcampers and show them how it goes.” And then I find these people who were born for this life. So, some of us are natural talents, some of us are people who can just acquire the talent later. And both are totally valid.But I met this one student. She was a math teacher for years in Chicago Public Schools. She's like, “I want a career change.” Comes to the program that I taught at Northwestern, does so freaking well that she ends up getting a job at Airbnb. Now, if you have to make her go back four years at university, is that window still open for her? Maybe not.Then I meet this other woman, she was a paralegal for ten years. Ten years as a paralegal was the best engineer in the program when I taught, she was the best developer we had. Before the bootcamp was over, she had already gotten the job offer. She was meant for this. You see what I'm saying?So, that's why I'm so excited because it's like, I have all these stories of people who are meant for this. I taught, and I met people that changed the way I even saw the rest of the world. I had some non-binary trans students; I didn't even know what pronouns were. I had no idea that people didn't go by he/him, she/her. And then I had to learn about they and them and still teach you code without misgendering you at the same time, right because you're in a classroom and you're rapid-fire, all right, you—you know, how about this person? How about that person? And so you have to like, it's hard to take—Corey: Yeah, I can understand async, await, and JavaScript, but somehow understanding that not everyone has the pronouns that you are accustomed to using for people who look certain ways is a bridge too far for you to wrap your head around. Right. We can always improve, we can always change. It's just—at least when I screw up async, await, I don't make people feel less than. I just make—Mark: Totally.Corey: —users feel that, “Wow, this guy has no idea how to code.” You're right, I don't.Mark: Yeah, so as I'm on my soapbox, I'll just say this. I think coding bootcamps and self-taught programs where you can go online, I think this is where the door is the widest open for people to enter the industry because there is no requirement of a degree behind this. I just think that has just really opened the door for a lot of people to do things that is life-changing. So, when you meet somebody who's only making—because we're all engineers and we do all this stuff, we make a lot of money. And we're all comfortable. When you meet somebody where they go from 40,000 to 80,000, that is not the same story for—as it is for us.Corey: Exactly. And there's an entire school of thought out there that, “Oh, you should do this for the love because it is who you are, it is who you were meant to be.” And for some people, that's right, and I celebrate and cherish those folks. And there are other folks for whom, “I got into tech because of the money.” And you know what?I celebrate and cherish those folks because that is not inherently wrong. It says nothing negative about you whatsoever to want to improve your quality of life and wanting to support your family in varying ways. I have zero shade to throw at either one of those people. And when it comes to which of those two people do I want to hire, I have no preference in either direction because both are valid and both have directions that they can think in that the other one may not necessarily see for a variety of reasons. It's fine.Mark: I wanted to be an engineering manager. You know why? Not because I loved leadership; because I wanted more money.Corey: Yes.Mark: So, I've been in the industry for quite a long time. I'm a little bit on the older side of the story, right? I'm a little bit older. You know, for me, before we got ‘staff' and ‘principal' and all this kind of stuff, it was senior software engineer and then you topped out in terms of your earning potential. But if you wanted more, you became a manager, director, et cetera.So, that's why I wanted to be a manager for a while; I wanted more money, so why is my choice to be a manager more valuable than those people who want to make more money by coming into engineering or software development? I don't think it is.Corey: So, we've talked about positivity, we've talked about dealing with unpleasant people, we've talked about technology, and then, of course, we've talked about getting up on soapboxes. Let's tie all of that together for one last topic. What is your position on open-source in cloud?Mark: I think open-source software allows us to do a lot of incredible things. And I know that's a very light, fluffy, politically correct answer, but it is true, right? So, we get to take advantage of the brains of so many different people, all the ideas and contributions of so many different people so that we can do incredible things. And I think cloud really makes the world more accessible in general because—so when I used to do websites, I had to have a physical server that I would have to, like, try to talk to my ISP to be able to host things. And so, there was a lot of barriers to entry to do things that way.Now, with cloud and open-source, I could literally pick up a tool and deploy some software to the cloud. And the tool could you open-source so I can actually see what's happening and I could pick up other tools to help build out my vision for whatever I'm creating. So, I think open-source just gives a lot of opportunity.Corey: Oh, my stars, yes. It's even far more so than when I entered the field, and even back then there were challenges. One of the most democratizing aspects of cloud is that you can work with the same technologies that giant companies are using. When I entered the workforce, it's, “Wow, you're really good with Apache, but it seems like you don't really know a whole lot about the world of enterprise storage. What's going on with that?”And the honest answer was, “Well, it turns out that on my laptop, I can compile Apache super easily, but I'm finding it hard, given that I'm new to the workforce, to afford a $300,000 SAN in my garage, so maybe we can wind up figuring out that there are other ways to do it.” That doesn't happen today. Now, you can spin something up in the cloud, use it for a little bit. You're done, turn it off, and then never again have to worry about it except over in AWS land where you get charged 22 cents a month in perpetuity for some godforsaken reason you can't be bothered to track down and certainly no one can understand because, you know, cloud billing.Mark: [laugh].Corey: But if that's the tax versus the SAN tax, I'll take it.Mark: So, what I think is really interesting what cloud does, I like the word democratization because I think about going back to—just as a lateral reference to the bootcamp thing—I couldn't get my parents to see my software when I was in college when I made stuff because it was on my laptop. But when I was teaching these bootcamp students, they all deployed to Heroku. So, in their first couple of months, the cloud was allowing them to do something super cool that was not possible in the early days when I was coming up, learning how to code. And so they could deploy to Heroku, they could use GitHub Pages, you know like, open-source still coming into play. They can use all these tools and it's available to them, and I still think to me that is mind-blowing that I would have to bring my physical laptop or desktop home and say, “Mom, look at this terminal window that's doing this algorithm that I just did,” versus what these new people can do with the cloud. It's like, “Oh, yeah, I want to build a website. I want to publish it today. Publish right now.” Like, during our conversation, we both could have probably spent up a Hello World in the cloud with very little.Corey: Well, you could have. I could have done it in some horrifying way by using my favorite database: DNS. But that's a separate problem.Mark: [laugh]. Yeah, but I go to Firebase deploy and create a quick app real quick; Firebase deploy. Boom, I'm in the cloud. And I just think that the power behind that is just outstanding.Corey: If I had to pick a single cloud provider for someone new to the field to work with, it would be Google Cloud, and it's not particularly close. Just because the developer experience for someone who has not spent ten years marinating in cloud is worlds apart from what you're going to see in almost every other provider. I take it back, it is close. Neck-and-neck in different ways is also DigitalOcean, just because it explains things; their documentation is amazing and it lets people get started. My challenge with DigitalOcean is that it's not thought of, commonly, as a tier-one cloud provider in a lot of different directions, so the utility of learning how that platform works for someone who's planning to be in the industry for a while might potentially not get them as far.But again, there's no wrong answer. Whatever interests you, whenever you have to work on, do it. The obvious question of, “What technology should I learn,” it's, “Well, the ones that the companies you know are working with,” [laugh] so you can, ideally, turn it into something that throws off money, rather than doing it in your spare time for the love of it and not reaping any rewards from it.Mark: Yeah. If people ask me what should they use it to build something? And I think about what they want to do. And I also will say, “What will get you to ship the fastest? How can you ship?”Because that's what's really important for most people because people don't finish things. You know, as an engineer, how many side projects you probably have in the closet that never saw the light of day because you never shipped. I always say to people, “Well, what's going to get you to ship?” If it's View, use View and pair that with DigitalOcean, if that's going to get you to ship, right? Or use Angular plus Google Cloud Platform if that's going to get you to ship.Use what's going to get you to ship because—if it's just your project you're trying to run on. Now, if it's a company asking me, that's a consulting question which is a different answer. We do a much more in-detail analysis.Corey: I want to thank you so much for taking the time to speak with me about, honestly, a very wide-ranging group of topics. If people want to learn more about who you are, how you think, what you're up to, where can they find you?Mark: You can always find me spreading the love, being positive, hanging out. Look, if you want to feel better about yourself, come find me on Twitter at @marktechson—M-A-R-K-T-E-C-H-S-O-N. I'm out there waiting for you, so just come on and have a good time.Corey: And we will, of course, throw links to that in the [show notes 00:36:45]. Thank you so much for your time today.Mark: Oh, it's been a pleasure. Thanks for having me.Corey: Mark Thompson, developer relations engineer at Google. I'm Cloud Economist Corey Quinn and this is Screaming in the Cloud. If you've enjoyed this podcast, please leave a five-star review on your podcast platform of choice, whereas if you've hated this podcast, please leave a five-star review on your podcast platform of choice along with an angry, deranged comment that you spent several weeks rehearsing in the elevator.Corey: If your AWS bill keeps rising and your blood pressure is doing the same, then you need The Duckbill Group. We help companies fix their AWS bill by making it smaller and less horrifying. The Duckbill Group works for you, not AWS. We tailor recommendations to your business and we get to the point. Visit duckbillgroup.com to get started.Announcer: This has been a HumblePod production. Stay humble.

In this episode of Fueling Creativity, Dr. Cyndi Burnett and Dr. Matthew Worwood interview AP Computer Science educator, Leon Tynes, about how flipped classrooms have given him time and space to facilitate more meaningful experiences in the classroom. Plus, he speaks on how he prioritizes his own personal growth and development as an educator. Leon details his approach to navigating changes in technology throughout the school year, as well as his approach to flipped classrooms, offering tips for teachers on having a successful flipped classroom experience.  He also sheds light on the power of being vulnerable and putting yourself in the midst of your classroom's chaos, collaborating with your fellow teachers and administrators, and believing in your students. “The goal is not retirement. The goal is elevating students to be those next professionals or those game changers that basically deal with these issues on the planet that we have going on right now, issues in society. That's what I want to see.” - Leon Tynes Leon's Tips for Teachers: Assess where you are. If you're not comfortable, get comfortable, and figure out what you need to do to get there. What type of educator do you want to be or are you done being one? Decide what steps you need to take regarding your personal development (PD). Every bit helps propel you forward. Find balance in work and personal life so you can open yourself up to opportunities. Everything has a season, there may be times where your schedule is loaded due to PD, so prepare yourself and your family for those times. Resources Mentioned: Weaving Creativity into Every Strand of Your Curriculum by Dr. Cyndi Burnett: https://amzn.to/3AyeSe9  Unity: www.unity.com/learn/educators   About Leon Tynes: Leon Tynes is the AP Computer Science educator at Xavier College Preparatory in Phoenix, Arizona. For the past twelve years, Tynes has used a flipped classroom approach to maximize learning in the realms of 3D modeling, digital media, mobile app development, and computer science courses. Dedicated to immersing his students in all aspects of technology, he has successfully integrated science and engineering concepts, which has led to numerous student awards. He has a passion for habitat and climate issues and wishes to develop authentic projects to broaden students' global awareness in STEM.   “My focus has always been in urban education and equity in computer science and technology,” Tynes says. “I have a significant amount of experience with students creating nonfiction media dealing with contemporary social issues. Imploring students to research contemporary issues that directly affect their communities and their potential to explore college and substantive careers is a priority of my pedagogy.”   Connect with Leon: Follow him on Twitter: www.twitter.com/leontynesjr Connect with him on LinkedIn: www.linkedin.com/in/leontynesjr Follow him on Instagram: www.instagram.com/leontynesjr    Eager to bring more creativity into your home or classroom?  Access a variety of creativity resources and tools & listen to more episodes of The Fueling Creativity Podcast by visiting our website: www.CreativityandEducation.com    You can also find The Fueling Creativity Podcast on Apple Podcasts, Spotify, Audible, and PodBean! Make sure to rate, review, and share the podcast if you enjoy it!  

In #147 futurists tune into a conversation with high school students and soon to be graduates Sims Wilson and Daniel Greenberg, the co-founders of ViralLEDS, a startup they founded in 2020 which produces and sells an array of in-home lighting products through social media. After Sims posted a TikTok showing how he made LED light strips for his bedroom and it went viral, he and Daniel decided to turn a hobby they learned in their AP Computer Science into a business that to date has cleared more than $500,000 in revenue, with almost 100% of their sales coming through TikTok! It's insane to see entrepreneurs building businesses out of the immense reach afforded by TikTok's platform, and Daniel and Sims share an awesome story about how they scaled and optimized the company, how Addison Rae discovered and reposted their product, how they both got into Ivy league schools (Sims is going to Cornell and Daniel is going to Brown), and their career advice to young entrepreneurs. Go buy some ViralLEDS: https://viralleds.com/ You Can Now Watch Interviews on YouTube: https://bit.ly/3hAS9IE Subscribe to Our Future Newsletter: http://bit.ly/ourfuturenewsletter Purchase Our Future Merch: http://bit.ly/ourfuturemerch Attend Our Weekly Entrepreneurship Events: http://bit.ly/ourfuturecommunity Follow us on IG: http://bit.ly/ourfutureig Follow us on TikTok: http://bit.ly/ourfuturetiktok

Upperline Code has a mission to train the next generation of computer science leaders and empower students to change their world with code. We aim to transform education by making computer science accessible to all students regardless of race, gender, or income. Above all, we value inclusiveness, curiosity, rigor, collaboration, and quality. "I think you created a culture of mutual learning and respect and demonstrated your commitment to the process over the end goal and that was very empowering. I think that it was the best PD I've engaged in so far." - Maha HasenMaha HasenMaha has an undergraduate degree in Applied Mathematics and Philosophy from The George Washington University. When she graduated in 2016, she was placed as a High School Math Teacher in her hometown, Bronx, NY, and earned her Master of Arts in Teaching from Relay Graduate School of Education. After consistently being made aware of the lack of female representation in STEM, Maha joined Upperline Code to gain the tools she needed to bring Computer Science to her school, which has a student body makeup of 71% female. She believes that all students should have access to computer science and that it is particularly imperative to empower female students to pursue a coding education!Jorge TorresJorge Torres is in the middle of his third year teaching high school Chemistry and Physics in the South Bronx. He earned his undergraduate degree at CUNY Hunter College in Biochemistry, and continued there for his Master’s Degree in Chemistry Education. Jorge’s interest in Computer Science teaching came from both the interest his students seemed to have in the subject, as well as his own early experiences taking AP Computer Science in high school. He aimed to make the material more accessible for students like himself, and began to seek out institutions with the same goals as him. Jorge is excited to continue building his Computer Science skills, and at the same time bring all the knowledge acquired back to his classroom and continue to encourage students to pursue STEM careers. Daniel FenjvesCEO Upperline CodeDanny Fenjves has spent almost 10 years living and teaching computer science. He is an alumnus of Teach for America, worked at Google, and was head of K-12 computer science instruction at Flatiron School before founding Upperline Code. In his career, he's trained over 200 teachers to lead immersive coding courses in schools across the country, built extensive coding curriculum, and taught software development to hundreds of high school students. As a former middle school science teacher, he's deeply committed to the art of instruction and discovering the best methods to recruit, train, and retain top teaching talent in the field of K-12 computer science education.Mentioned in this episode:Upperline FellowshipThe Six Flaws of “Traditional” Professional Development from Katya Rucker, Getting SmartEducation Week, Teacher PD Gets a Bad Rap. But Two Approaches Do Work, by Heather C. Hill See acast.com/privacy for privacy and opt-out information.

At Milwaukee Excellence Charter School, every student in high school grades learns about computer science. Host Tarik Moody speaks with High School Founding Principal Lita Mallett to learn about her goal of quadrupling the number of Black students who take the AP Computer Science exam in Wisconsin.

A.B. Miller High School AP computer science teacher Jay Windley and Summit High School STEM coordinator Jaime Perez discuss Fontana Unified’s Advanced Placement program, equity in education, and the importance of females and other underrepresented groups enrolling in AP computer science courses.

College Board AP Computer Science Interview

Episode 2 features an in-depth interview with Ari Melenciano, a Brooklyn-based artist, designer, creative technologist, researcher, and educator. In 2017, Ari founded Afrotectopia, a social institution fostering interdisciplinary innovation at the intersections of art, design, technology, Black culture, and activism through collaborative research and practice. She currently teaches creative technology and design at NYU's Interactive Telecommunications Program, NYU's Dept. of Digital Photography and Imaging, Pratt Institute's Communications Design school, and Hunter College's Integrated Media Arts MFA program. In this episode, Ari speaks about her experience teaching everything from AP Computer Science, to kindergarten and middle school, to now at the university undergrad and graduate level. Growing up an artist, she explains her approach to art-making within a context of education and activism, as well as a way to move through life. She discusses Afrotectopia's origins, and what she's learned about community building and organizing over the years, as it has expanded to include a festival, fellowship program, summer camp, and, in January 2020, The School of Afrotectopia, a program that offered 10 free courses to over 250 students. Ari's work is presented on her website - https://www.ariciano.com/. You can learn more about Afrotectopia here - https://www.afrotectopia.org/ and about the Imagineer Fellowship - https://medium.com/afrotectopia-imagineer-fellowship-2020/afrotectopia-imagineer-fellowship-2020-27a07a2a1ebb. The The syllabus from the Afrotectopia Imagineer Fellowship can be found here - https://docs.google.com/document/d/1yMrCSUtj_8Nh5jxXZegSYt1NtJ9NhVqssKxyA_Z8QIE/edit Read the interview as a transcript, with images and links, on our Medium Publication - https://medium.com/processing-foundation/createcanvas-season-2-interview-with-ari-melenciano-f84972d9e1cb

In our pilot episode of Penance and Purgatory, Wesley tells us about the series of assaults committed by a "person" named Spring-heeled Jack. Abigail tells us about a hoax that involves Charles Darwin and a female evangelist.  *Sorry about the audio, it definitely gets better. Email: Penanceandpurgatoy@gmail.com Follow us on Instagram and Twitter: @Penandpurgatory Darwins notes: https://www.darwinproject.ac.uk/letters/about-letters Sources: Grundhauser, Eric. “Meet Spring-Heeled Jack, the Leaping Devil That Terrorized Victorian England.” Atlas Obscura, Atlas Obscura, 19 Oct. 2018, www.atlasobscura.com/articles/meet-springheeled-jack-the-leaping-devil-that-terrorized-victorian-england. Lamoureux, Aimee. “Before Jack The Ripper Terrorized London, There Was Spring-Heeled Jack.” All That's Interesting, All That's Interesting, 17 Sept. 2019, allthatsinteresting.com/spring-heeled-jack. Nelson, January. “27 Facts About Spring-Heeled Jack, The Killer Who Could Be A Human Or Could Be A Creature.” Thought Catalog, 3 Sept. 2018, thoughtcatalog.com/january-nelson/2018/08/spring-heeled-jack/. All Things Considered. “The Internet's Cicada: A Mystery Without An Answer.” NPR, NPR, 5 Jan. 2014, www.npr.org/2014/01/05/259959632/the-internets-cicada-a-mystery-without-an-answer. Bassil, Matt. “Cicada 3301: the Coders Still Working on the Internet's Strangest Mystery.” The Face, The Face, 27 May 2020, theface.com/life/cicada-3301-the-codebreakers-still-working-on-the-internets-strangest-mystery. Cicada 3301. “Liber Primus.” Dropbox, www.dropbox.com/sh/lkta4q921vliyuw/AADmZ1YUHXWSjSizlMGZHXVMa?dl=0. “Cicada 3301: The Mysterious Puzzle Of The Internet.” Eyerys, Eyerys, 27 June 2018, www.eyerys.com/articles/timeline/cicada-3301-test. Hare, Kevin, and Pindar Van Arman. Computer Science Principles: the Foundational Concepts of Computer Science for AP Computer Science. 2020th ed., vol. 3, Yellow Dart Publishing, 2020. “Liber Primus.” Uncovering Cicada Wiki, uncovering-cicada.fandom.com/wiki/Liber_Primus. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/penance-and-purgatory/support

In this episode, Wesley talks gives us details about the coolest roman goddess ever and Abigail finishes her story on Cicada 3301. Follow us on Twitter and Instagram @penandpurgatory Email: Penanceandpurgatory@gmail.com Liber Primus pictures: https://uncovering-cicada.fandom.com/wiki/Liber_Primus Sources: “Minerva • Facts and Information on the Goddess Minerva.” Greek Gods & Goddesses, greekgodsandgoddesses.net/goddesses/minerva/. The Editors of Encyclopaedia Britannica. “Minerva.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 27 May 2019, www.britannica.com/topic/Minerva-Roman-goddess. All Things Considered. “The Internet's Cicada: A Mystery Without An Answer.” NPR, NPR, 5 Jan. 2014, www.npr.org/2014/01/05/259959632/the-internets-cicada-a-mystery-without-an-answer. Bassil, Matt. “Cicada 3301: the Coders Still Working on the Internet's Strangest Mystery.” The Face, The Face, 27 May 2020, theface.com/life/cicada-3301-the-codebreakers-still-working-on-the-internets-strangest-mystery. Cicada 3301. “Liber Primus.” Dropbox, www.dropbox.com/sh/lkta4q921vliyuw/AADmZ1YUHXWSjSizlMGZHXVMa?dl=0. “Cicada 3301: The Mysterious Puzzle Of The Internet.” Eyerys, Eyerys, 27 June 2018, www.eyerys.com/articles/timeline/cicada-3301-test. Hare, Kevin, and Pindar Van Arman. Computer Science Principles: the Foundational Concepts of Computer Science for AP Computer Science. 2020th ed., vol. 3, Yellow Dart Publishing, 2020. “Liber Primus.” Uncovering Cicada Wiki, uncovering-cicada.fandom.com/wiki/Liber_Primus. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/penance-and-purgatory/support

Julie gew up in a town with a population of 262, and came to Stanford for her undergraduate degree. Upon graduating she joined Steve Jobs at NeXT in 1989 and continued with Apple on the MacOS X team. She later fell in love with teaching and became a full-time Stanford lecturer, providing inspiration to thousands of students. Julie also served on the Computer Science Advancement Placement development committee, writing and grading an exam for 20,000 students (AP Computer Science).

I'm really excited about our first guest, Jon Cihlar. I had the opportunity to meet with him on July 8 of 2020, right in the middle of the summer of our pandemic. We really are so lucky to have Jon on our staff as he brings a really grounded and thoughtful teaching style to all of his classes. Last year, he taught Computer Science and AP Lang as well as a freshmen STEM wheel course. This coming school year, he will be teaching Computer Programming, Digital Electronics, and AP Computer Science, as well as running our brand new CLS stem lab in our LMC. In our interview, Jon talks about a lot of successes and goals in designing projects, engaging students to persevere in their work, equity in his classroom, remote learning and much more. I want to mention that last year, New Tech named that Jon's echo agendas were model examples of what they would expect of a veteran New Tech teacher. He's full of great wisdom and advice, and it was really a treat to sit down with him and pick his brain. I hope you find our conversation as interesting as I did.

On the fourth episode of Opportunity Thrives, we take a closer look at technology and the gender gap. We discuss the challenges of engaging more females in computer science and some of the strategies that can be implemented to inspire these young learners to explore computer science and technology courses and pursue careers in these fields. Nine out of ten parents want their child to study computer science, but only 45% of schools teach computer programming. Computing makes up two-thirds of projected new jobs in STEM. Computing occupations are among the highest-paying jobs for new graduates. Yet fewer than 3% of college students graduate with a degree in computer science, and only 10% of STEM graduates are in computer science. A computer science major can earn 40 percent more than the college average. Schools are not required to offer computer science in 32 states. Only 29 percent of AP Computer Science students are women. Only 22% are Black/African American or Latinx. Women who try AP Computer Science in high school are ten times more likely to major in it, and Black and Latinx students are seven times more likely. Sabine Thomas, the Northwest regional manager for Code.org, a nonprofit dedicated to expanding access to computer science in schools and increasing participation by women and underrepresented minorities shares her insights on the show. The vision of Code.org is to provide every student in every school with the opportunity to learn computer science, just as easily as they have the chance to learn biology, chemistry or algebra. Sabine is passionate about Computer Science and Software Development and supports the organization by establishing organizational partnerships throughout the Northwest. Misty Christensen, a business education and AP computer science instructor at Dunwoody High School in the Dekalb County School System in Dunwoody, Georgia also joined us for the episode. After pursuing her teaching degree, she was so inspired by the computing classes she was teaching that she went back to school to get her degree in business education. Within her district, she supports Girls Who Code, the Robotics club, First Robotics Competition, and the Technology Student Association to help inspire both young men and women to pursue careers in computing.

Buena Park Junior High teacher Shelley Andros and seventh-grader Joseph Williams discuss the school’s computer science program, where students learn to code Java and Python and can receive college credit if they pass the Advanced Placement exam.

While Nebraska leaders have doggedly clung to the education power structures of the past, the world has moved on. In other states, public charter schools have experimented with modern learning methods, creating more flexible, individualized options for teachers and students. Thanks to the progressive and forward-thinking developments of others, Nebraska kids can now access a host of online resources created by some of the world's best teachers and learning organizations. Want your student to take an AP Computer Science course from Purdue? And you want it for free? No problem. Looking for a free U.S. Government course? You can get it through Harvard. The stranglehold Nebraska union leaders and politicians have wielded over K12 students is slipping away, and it's not even requiring legislation or an overt battle. It's brought to you courtesy of...the Internet.

Twitter: https://twitter.com/pgbovineSupport with PayPal, Patreon, credit/debit: http://pgbovine.net/support.htmhttp://pgbovine.net/PG-Podcast-48-Pamela-Fox-returns.htm- [AP Computer Science Principles](https://apcentral.collegeboard.org/courses/ap-computer-science-principles/course)- [My Unexpectedly Awesome AP Computer Science Class](http://pgbovine.net/ap-computer-science.htm)- [TEALS - Computer Science in Every High School](https://www.tealsk12.org/)- [Older Adults Learning Computer Programming: Motivations, Frustrations, and Design Opportunities](http://pgbovine.net/older-adults-learning-programming-paper.htm)- [PG Vlog #173 - Knowledge is Hyperlocal](http://pgbovine.net/PG-Vlog-173-knowledge-is-hyperlocal.htm)- [Girl Develop It](https://www.girldevelopit.com/)- [AP Computer Science Principles (AP CSP) | Khan Academy](https://www.khanacademy.org/computing/ap-computer-science-principles)- [Stack Overflow Developer Survey Results 2019](https://insights.stackoverflow.com/survey/2019)- [Pyodide: Bringing the scientific Python stack to the browser](https://hacks.mozilla.org/2019/04/pyodide-bringing-the-scientific-python-stack-to-the-browser/)- [JavaScript Language Fundamentals: ES6 using Google+Airbnb style guides](http://pgbovine.net/javascript-language-fundamentals.htm)- [CS Equity Guide](http://access-ca.org/wp-content/uploads/sites/4/2019/04/CSforCAguide-opt.pdf) by Access CA- [PG Vlog #290 - high school tour (1 of 2) - the physical landscape](http://pgbovine.net/PG-Vlog-290-high-school-tour-1.htm)- [PG Vlog #291 - high school tour (2 of 2) - the digital landscape](http://pgbovine.net/PG-Vlog-291-high-school-tour-2.htm)Recorded: 2019-05-09 (1)

In this episode, we travel to East Boston High School to meet with Scott Foster, a computer science teacher, to exchange ideas and thoughts on privacy. Scott teaches AP Computer Science, Honors Computer Science and Graphics.

Programming helps entry-level computer science students develop their computational thinking skills by applying the basic steps in algorithmic problem solving and abstraction. Students apply modern software design techniques to strategize and communicate solutions and then develop a program that embodies their solutions. Throughout the course, students will increase their abstraction skills by analyzing complex problems and decomposing them into smaller more manageable problems and by so doing gain not only an appreciation of elegant solutions but also experience the thrill of obtaining them. Students will store objects in a data structure and then manipulate them, explore virtual worlds with robots, and fashion creatures of their own design while learning basic programming and algorithmic thinking skills. Programming is designed to fulfill the prerequisite for students who intend to pursue Advanced Placement Computer Science A. Prerequisite for Programming: Geometry or Honors Geometry. UC approved. Advanced Programming helps students develop their computational thinking skills by applying the basic steps in algorithmic problem-solving and abstraction. Students apply software design techniques to strategize and communicate solutions and then develop a program that embodies their solutions. Students learn to use techniques such as inheritance, methods and recursion to break complex problems down into smaller, more manageable sub-problems. Students not only gain an appreciation of elegant solutions but also experience the thrill of obtaining them. Using one or more modern programming languages, students explore virtual worlds (Karel worlds, GridWorld and gameboards) while learning object-oriented programming skills such as creating classes, designing and implementing methods, and exploring inheritance. Students expand their programming skills by applying techniques like recursion to solve an adventure puzzle or game. Advanced Programming is a fast-paced course and is a prerequisite for the student who has an intense interest in computer science and intends to follow up this course with Advanced Placement Computer Science with Data Structures (i.e., data structures such as linked lists, stacks, queues, priority queues, trees, and maps). At completion, successful students are qualified for either AP Computer Science or AP Computer Science with Data Structures. Prerequisite for Advanced Programming: Geometry or Honors Geometry with A- or better. UC approved. Interview with: Ms. Peregrino Produced by: Arushi Saxena

MTT022| 3D Printing - Dream Design Create - Brian Adams Have you thought about exploring the world of 3D printers? Do you have one but not sure what to do with it? Join us in our conversation with Brian Adams where he tells us about different types of printers, price points, maintenance, and things to look for in a quality printer. He also gives us resources for templates to get you started right out of the box! www.mytechtoolbelt.com Twitter: @mytechtoolbelt   #MyTechToolbelt Instagram: My Tech Toolbelt You can listen to our podcast on: Apple Podcasts Google Play Music Spotify or listen here Disclosure: Some of the links below are affiliate links, meaning, at no additional cost to you, we will earn a commission if you click through and make a purchase. Brian Adams is the Educational Technology Curriculum Integration Specialist and teaches Advanced Placement Computer Science for Bishop Montgomery High School, in Torrance, California.  Brian has taught students from K-12, in a wide range of subjects from typing and MS Office to AP Computer Science. His main goals are to increase the saturation of technology on campus and to help teachers develop curriculum that integrates technology and supports the development of tech based skills.   3D printing is a great tool for developing interest and skill in 3D modeling, can lead to creative/problem based curriculum, and is a great tool to create classroom realia or supplemental physicals for student projects.  3D printing is a great tool to tap into a student's creativity and the design process. Contact: Brian Adams Email: badams@bmhs-la.org   Items mentioned in Episode 22: Dr. Chris Craft Monoprice Thingyverse British Museum NASA Creality OctoPrint Anatomage   We would love to hear from you!  Let us know if this format is helpful to you!  Is there technology out there that you would like us to cover in one of our episodes?   Email us Shannon@MyTechToolbelt.com Brenda@MyTechToolbelt.com If you enjoyed this episode, tell a friend, and SUBSCRIBE TO THE SHOW!  And please consider leaving us a rating and review. Please share this podcast with someone you think might be interested in the content. What’s in your Tech Toolbelt? Music: http://www.bensound.com/royalty-free-music  

In this episode, Kathy Surd (Code.org) joins Ryan Cayce (MASSP) to discuss the growing Computer Science movement in Michigan.  Topics include the Marshall Plan, Hour of Code, AP Computer Science options, and CS Standards that the state will be considering to adopt.

My interview with Faiza Khan, an amazing person with an unnerving self discipline, clarity in her goals, and a graceful persona. Hope you will enjoy my conversation with her. Faiza came to the US from Karachi, Pakistan when she was only 18 as an only child trying to keep up with her mother's dream that her only daughter will be SOMETHING one day. She attended Aeronautical University for her BSc in Aviation Computer Science and then went on to do her Masters in Aviation Business Administration from the same university. She then worked for US Airways in North Carolina and Pennsylvania before getting married and moving to Boston in 2000. She was a stay at home mother of 4 until 2010 which is when she applied and got accepted to the Boston Teacher Residency Program to do her Masters in Education from UMass while teaching at Boston English High School as part of her teaching practicum. She has been a full time High School Mathematics and AP Computer Science teacher since 2010 at Medford High School. She is currently the Robotics Team Advisor, MIT Beaverworks Advisor and is finishing up her practicum for a curriculum Director, a role she is not sure if she want to take in the future. Faiza has been associated with ICB Wayland Sunday School in various capacities. She taught 2nd grade religion for 4 years before taking on the vice principal position in 2010. Ever since then she has rotated for the positions of Principal and Vice Principal and is looking forward to completing her current tenure as a principal in June 2018. She has 4 kids (a junior in high school, a freshman in high school and twin daughters in 6th grade) and an amazingly supportive husband who she credits greatly for all her success after marriage. Don't forget to subscribe, rate and review. And I would be happy to hear from you so please signup for updates and other programs. Shua - شعا ع     

An AP Computer Science teacher from an EdTechTeacher PBL workshop shares her experience with crafting a driving question for her CS students.

Vivian Shen and Ruby Lee want to teach kids how to program one-on-one over the internet. Vivian and Ruby are Cofounders of Juni Learning, their new educational startup that provides programming lessons to kids like how others provide private piano lessons. Although they both studied computer science at Stanford, they got to computer science at an older age than the kids they are now serving. They talk about why they started Juni Learning and the benefits and challenges of teaching CS live online. Related to this episode: • Juni Learning: https://junilearning.com/ • Email Juni Learning: hello@learnwithjuni.com • Stanford Computer Science: https://cs.stanford.edu/ • Kleiner Perkins, or KPCB: http://www.kpcb.com/ • Python: https://www.python.org/ • Scratch: https://scratch.mit.edu/ • AP Computer Science: https://apstudent.collegeboard.org/apcourse/ap-computer-science-a • Neopets: http://www.neopets.com/ • w3schools: https://www.w3schools.com/ • bioinformatics: https://en.wikipedia.org/wiki/Bioinformatics • Coterm program at Stanford: https://undergrad.stanford.edu/advising/coterm • “The Socratic Method: What it is and How to Use it in the Classroom”: http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=810 • USA Computing Olympiad: http://www.usaco.org/ • Stranger Things on Netflix: https://www.netflix.com/title/80057281 • Hour of Code: https://hourofcode.com/us • Pair programming: https://www.agilealliance.org/glossary/pairing/ • Code.org: https://code.org/ • Code Academy: https://www.codecademy.com/ • Computer Programming at Khan Academy: https://www.khanacademy.org/computing/computer-programming Our closing music is “Yes And” by Steve Combs, used under a Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0/ Subscribe and find more podcast information at: http://www.k12engineering.net. Support Pios Labs with regular donations on Patreon: https://www.patreon.com/pioslabs, or send one-time contributions by buying us coffee: https://ko-fi.com/pioslabs. Thanks to our donors and listeners for making the show possible. The K12 Engineering Education Podcast is a production of Pios Labs: http://www.pioslabs.com.

Panel: Charles Max Wood Guest: Zachary Kessin This week on My JavaScript Story, Charles speaks with Zachary Kessin. Zach is a web developer who has written Programming HTML5 Applications and Building Web Applications with Erlang. Currently, he works a lot with functional programming. He first got into programming because his mother used to write in Lisp and he earned his first computer by begging his relatives to help pitch in to get him one when he was seven. They talk about what led him to Erlang and Elm, why he wanted to be a programmer from a young age, and what he is most proud of in his career. In particular, we dive pretty deep on: JavaScript Jabber Episode 57 JavaScript Jabber Episode 169 Zach intro Elm and Erlang How did you first get into programming? Mother was writing Lisp when he was a kid RadioShack color computer Mother taught him Basic Pascal and AP Computer Science Studied CS originally in college and then switches to Physics First web app written in Pearl 4 Did PHP for a living for a while and hated it Elm saves him time and effort What was it that made you want to program from a young age? Don’t be afraid to jump into programming at a late age Elm error messages Writes fewer tests in Elm code that JS code What are you most proud of? Loves mentoring Making a difference in the community It’s not just about the code, it’s about the people What are you doing now? And much, much more! Links: JavaScript Jabber Episode 57 JavaScript Jabber Episode 169 Programming HTML5 Applications Building Web Applications with Erlang Elm Erlang Lisp Zach’s GitHub @zkessin Zach’s YouTube Zach’s LinkedIn Picks Charles Masterbuilt Smoker Crock-Pot Zach If you like a book, tell the author! How to Get a Meeting with Anyone by Stu Heinecke 1177 B.C.: The Year Civilization Collapsed by Eric Cline

Panel: Charles Max Wood Guest: Zachary Kessin This week on My JavaScript Story, Charles speaks with Zachary Kessin. Zach is a web developer who has written Programming HTML5 Applications and Building Web Applications with Erlang. Currently, he works a lot with functional programming. He first got into programming because his mother used to write in Lisp and he earned his first computer by begging his relatives to help pitch in to get him one when he was seven. They talk about what led him to Erlang and Elm, why he wanted to be a programmer from a young age, and what he is most proud of in his career. In particular, we dive pretty deep on: JavaScript Jabber Episode 57 JavaScript Jabber Episode 169 Zach intro Elm and Erlang How did you first get into programming? Mother was writing Lisp when he was a kid RadioShack color computer Mother taught him Basic Pascal and AP Computer Science Studied CS originally in college and then switches to Physics First web app written in Pearl 4 Did PHP for a living for a while and hated it Elm saves him time and effort What was it that made you want to program from a young age? Don’t be afraid to jump into programming at a late age Elm error messages Writes fewer tests in Elm code that JS code What are you most proud of? Loves mentoring Making a difference in the community It’s not just about the code, it’s about the people What are you doing now? And much, much more! Links: JavaScript Jabber Episode 57 JavaScript Jabber Episode 169 Programming HTML5 Applications Building Web Applications with Erlang Elm Erlang Lisp Zach’s GitHub @zkessin Zach’s YouTube Zach’s LinkedIn Picks Charles Masterbuilt Smoker Crock-Pot Zach If you like a book, tell the author! How to Get a Meeting with Anyone by Stu Heinecke 1177 B.C.: The Year Civilization Collapsed by Eric Cline

Panel: Charles Max Wood Guest: Zachary Kessin This week on My JavaScript Story, Charles speaks with Zachary Kessin. Zach is a web developer who has written Programming HTML5 Applications and Building Web Applications with Erlang. Currently, he works a lot with functional programming. He first got into programming because his mother used to write in Lisp and he earned his first computer by begging his relatives to help pitch in to get him one when he was seven. They talk about what led him to Erlang and Elm, why he wanted to be a programmer from a young age, and what he is most proud of in his career. In particular, we dive pretty deep on: JavaScript Jabber Episode 57 JavaScript Jabber Episode 169 Zach intro Elm and Erlang How did you first get into programming? Mother was writing Lisp when he was a kid RadioShack color computer Mother taught him Basic Pascal and AP Computer Science Studied CS originally in college and then switches to Physics First web app written in Pearl 4 Did PHP for a living for a while and hated it Elm saves him time and effort What was it that made you want to program from a young age? Don’t be afraid to jump into programming at a late age Elm error messages Writes fewer tests in Elm code that JS code What are you most proud of? Loves mentoring Making a difference in the community It’s not just about the code, it’s about the people What are you doing now? And much, much more! Links: JavaScript Jabber Episode 57 JavaScript Jabber Episode 169 Programming HTML5 Applications Building Web Applications with Erlang Elm Erlang Lisp Zach’s GitHub @zkessin Zach’s YouTube Zach’s LinkedIn Picks Charles Masterbuilt Smoker Crock-Pot Zach If you like a book, tell the author! How to Get a Meeting with Anyone by Stu Heinecke 1177 B.C.: The Year Civilization Collapsed by Eric Cline

The real value of STEM outreach is the positive youth development and mentorship that students receive. Being inspired to pursue a STEM career? That's just a welcome bonus, says our guest, math graduate student and data scientist Noni Williams. Noni joins Kayla and Sally to discuss effective strategies for STEM and professional development outreach to kids and teens and her extensive experience leading initiatives from robotics and digital art festivals to AP Computer Science and slam poetry. Also, our allyship correspondent Jon Muncie checks in to chat about how we can all work to distribute the burden of emotional labor equitably in our workplaces and beyond. We also discuss Noni's experiences being the only woman and/or student from an underrepresented background in her graduate mathematics courses and balancing work as a data scientist at United Way of the Midlands with graduate school. Noni gives advice for others in similar situations. Some of Noni's keys to success including tracking gratitude, finding peer mentors, and defining clear boundaries around her time. Noni brings her *extensive* experience leading STEM outreach initiatives for kids and teens to this episode, and we are honored to speak with her! Upcoming #YouDoBelongInScience episodes will feature your stories! Fill out the form on our website, doubleshelix.com, or call our voice mail, 415-895-0850, to share your story of (dis)belonging in STEM. We're hoping to share a diverse set of experiences from our listeners, but we you to help make that happen! Get your Double Shelix and You Do Belong in Science stickers here - bit.ly/2Hppv99 - and tag us on social media #YouDoBelongInScience Resources *The nonprofit No More Empty Pots - visit their coffee shop No More Empty Cups near 10th and William in Omaha, www.nmepomaha.org *United Way of the Midlands Omaha, where Noni is Manager of Solutions and Continuous Improvement, www.unitedwaymidlands.org *Follow Noni on Instagram @nonihasknees *Follow Jon on Twitter @jmmuncie *Follow Sally and Kayla on Twitter @sallywinkler and @Kayla_J_Wolf *Follow @BetterMaleAllies on Twitter - more excellent allyship tips! *Follow us on Twitter @doubleshelixpod Check out our upcoming guests - DoubleShelix.com/flyer If you liked this episode, listen to our episode with mentorship expert Julea Vlassakis - "Next Level Mentorship for Mentees and Mentors." Check out it out, a few episodes back in this feed. Rate, review, and subscribe to this podcast on iTunes! And please, tell your friends about this podcast!

Panel: Charles Max Wood Guest: Sean Merron This week on My JavaScript Story, Charles speaks with Sean Merron. Sean is currently in Austin, Texas and is originally from Virginia Beach, Virginia. He is a full-time software engineer, and has been for a little over 15 years now, and runs a podcast called 2 Frugal Dudes. He first got into programming when he was in high school and went to a trade school for computer networking. This trade school really gave him a leg up with his certifications and led him to his first job where he did tech support for an office. Sean urges new programmers to always have a project and to never be afraid to learn something new. In particular, we dive pretty deep on: 2 Frugal Dudes How did you get into programming? CCNA and A+ certification Frist experience learning programming AP Computer Science C++ and Java How did you get into JavaScript? Gaming led to him wanting to build websites GeoCities HTML files HTML application Any advice for new programmers? Scripting Life-long learning What have your contributed to the programming community? Teaching, meetups, and conferences How did 2 Frugal Dudes come about? The importance of learning about finances The goal of podcasts His podcast audience demographics They discuss finances in layman’s terms What are you working on now and what are your future plans? And much, much more! Links:  Linode 2 Frugal Dudes EarlyRetirementRoadmap.com @SeanMerron Picks Charles React and View Podcast coming up PodWrench.com Sean Mr. Money Mustache BogleHeads The Little Book of Common Sense Investing by John Bogle

Panel: Charles Max Wood Guest: Sean Merron This week on My JavaScript Story, Charles speaks with Sean Merron. Sean is currently in Austin, Texas and is originally from Virginia Beach, Virginia. He is a full-time software engineer, and has been for a little over 15 years now, and runs a podcast called 2 Frugal Dudes. He first got into programming when he was in high school and went to a trade school for computer networking. This trade school really gave him a leg up with his certifications and led him to his first job where he did tech support for an office. Sean urges new programmers to always have a project and to never be afraid to learn something new. In particular, we dive pretty deep on: 2 Frugal Dudes How did you get into programming? CCNA and A+ certification Frist experience learning programming AP Computer Science C++ and Java How did you get into JavaScript? Gaming led to him wanting to build websites GeoCities HTML files HTML application Any advice for new programmers? Scripting Life-long learning What have your contributed to the programming community? Teaching, meetups, and conferences How did 2 Frugal Dudes come about? The importance of learning about finances The goal of podcasts His podcast audience demographics They discuss finances in layman’s terms What are you working on now and what are your future plans? And much, much more! Links:  Linode 2 Frugal Dudes EarlyRetirementRoadmap.com @SeanMerron Picks Charles React and View Podcast coming up PodWrench.com Sean Mr. Money Mustache BogleHeads The Little Book of Common Sense Investing by John Bogle

Panel: Charles Max Wood Guest: Sean Merron This week on My JavaScript Story, Charles speaks with Sean Merron. Sean is currently in Austin, Texas and is originally from Virginia Beach, Virginia. He is a full-time software engineer, and has been for a little over 15 years now, and runs a podcast called 2 Frugal Dudes. He first got into programming when he was in high school and went to a trade school for computer networking. This trade school really gave him a leg up with his certifications and led him to his first job where he did tech support for an office. Sean urges new programmers to always have a project and to never be afraid to learn something new. In particular, we dive pretty deep on: 2 Frugal Dudes How did you get into programming? CCNA and A+ certification Frist experience learning programming AP Computer Science C++ and Java How did you get into JavaScript? Gaming led to him wanting to build websites GeoCities HTML files HTML application Any advice for new programmers? Scripting Life-long learning What have your contributed to the programming community? Teaching, meetups, and conferences How did 2 Frugal Dudes come about? The importance of learning about finances The goal of podcasts His podcast audience demographics They discuss finances in layman’s terms What are you working on now and what are your future plans? And much, much more! Links:  Linode 2 Frugal Dudes EarlyRetirementRoadmap.com @SeanMerron Picks Charles React and View Podcast coming up PodWrench.com Sean Mr. Money Mustache BogleHeads The Little Book of Common Sense Investing by John Bogle

We are in the fifth week of our new series, Researching College Options, and we have spent the last two episodes talking about the two most likely academic hurdles that kids will meet in trying to get into a college: that is, first, the SAT and ACT scores of newly admitted and/or enrolled freshmen at the college and, second, the average high school grade point average (GPA) of those students. I think we made it clear that both of these matter at most of the nation’s most selective four-year colleges and that high school GPAs matter, in fact, at virtually all of our nation’s four-year colleges. So, let’s look one more time this week at what we call Step 13 in our new book, How To Explore Your College Options: A Workbook for High School Students--that is, Step 13 of getting the information that your kid needs to make good choices about where to apply. Step 13 is about researching the college’s admission practices; we’ve talked about some of this information, and more is in the book. Finding out all of the information we call for in Step 13 will give you an idea about how likely it is that your kid will be accepted by a college if he or she decides to apply. As we said in the last episode, no one can say for sure whether your kid’s grades or admission test scores or extracurricular and community service activities or letters of recommendation will be appealing enough to get him or her admitted to a particular college. But today’s episode is about one more academic hurdle that might stand between your kid and one or more colleges on his or her Long List of College Options (LLCO): that is, high school courses that your kid did or did not take. 1. What High School Courses Should Your Kid Have Taken? We want to talk to you about this topic because it is something you still might be able to fix as your kid starts into his or her senior year in the next few weeks. Yes, your kid’s fall semester courses were probably chosen some time ago, but changes can be made in most high schools as classes start if it is important enough. So, let’s find out if it is important enough. Parents of younger students, you still have time to have a major effect on high school courses taken in the next couple of years, and you should absolutely weigh in. Here is what we wrote in our new book for kids like yours: Let’s look at [another] admission standard--one that is less often considered and more often taken for granted--and that is the courses that applicants are expected to have taken in high school, usually listed in terms of credits (or Carnegie units) in each subject area, but also sometimes including specific courses, especially in math and science. Part C5 of the common data set [by the way, you can search for the “common data set” on each college’s website, and you will often find it] displays both REQUIRED and RECOMMENDED high school units, by subject area, but you should check out each college’s website for more detailed information. College Navigator [the online resource provided by the National Center for Education Statistics] does not have any specific information on this topic. On a college’s website, this information [on required and recommended high school courses] can virtually always be found by starting with the Admission home page. You will find that the high school course or credit expectations of colleges do, in fact, differ, usually according to how selective the college is. But there are always a few surprises (like colleges that require students to have earned career and technical education credits in high school, for example). After you write down the required and the recommended courses or credits, you can compare them from college to college, and you can see how well they match up with what you have taken so far and with what you will be taking as you finish up high school. Particularly if you are just a freshman or sophomore, this information can be invaluable as you plan your remaining semesters in high school. For example, what if a college on your LLCO requires--or, more likely, recommends--four credits of foreign language? Foreign language is something that lots of high school students drop out of before taking a fourth year. Perhaps that’s because they don’t know how many selective colleges recommend it. The courses that you take in high school matter, including the courses that you take in your senior year. Colleges will tell you that slacking off in the senior year is never a good move. So, for example, a fourth year of math and a fourth year of science would be the best scenario for most applicants--and might be a mandatory scenario for entrance to top colleges and to some college programs, like engineering. If you don’t have a rigorous senior year planned, think again. In the long, but crucial, College Profile Worksheet that we ask your kid to fill out for every college on his or her LLCO, we ask for the number of credits or courses required for admission to the college or to the college/school that he or she is interested in within the university as well as any specific courses required (like Biology or Algebra II). We ask for the information by subject field--meaning in English, math, science, social studies, foreign languages, arts, and other fields (which could include career and technical education or physical education or health or something else). And then we ask for the same information for recommended courses, including recommended courses like Calculus, for example. Interestingly, many public state flagship universities have quite detailed lists of required and recommended courses that applicants should have taken, and my guess is that these lists are well known to high schools in those states so that high school counselors can make sure that students take them. At least, I hope they are. For those students applying to flagship universities in states other than their own state--as we have recommended that many students do--those students should be particularly careful about finding out what those requirements are and then meeting them. Why? Because the kids in those states are more than likely meeting all of them because their high schools know about those requirements and are well positioned to provide the courses that are needed. Let’s look at one example. I took the University of Georgia, a very good flagship university--not the most selective in the nation, but a very competitive one. Here is what the website says about the College Preparatory Curriculum the university expects its applicants to have taken (remember that one unit is equal to one year of study): At a minimum, by policy of the University System of Georgia, all first-year applicants must complete the College Preparatory Curriculum (CPC), which consists of 17 academic units in English (4), Mathematics (4), Science (4), Social Studies (3), and Foreign Language (2). The Georgia Board of Regents has a detailed high school curriculum guide to assist students in understanding what courses need to be completed for college. (quoted from the website) Here are a few more details for University of Georgia applicants: 4 units of math must include Algebra I, Algebra II, Geometry, and one math course beyond Algebra II 4 units of science must include 1 unit of biological sciences; 1 unit of physical sciences or Physics; 1 unit of Chemistry, Environmental Science, or Earth Science; and a 4th unit of science, which could include AP Computer Science (with two of the four units being lab sciences) 2 units of foreign languages, with the two units being sequential units in one language Those are serious requirements. I bet there are a lot of Georgia high school students and a lot of high school students in most states that cannot meet those standards even if the necessary courses were offered in their high schools. Parents, is your kid one of them? The Georgia example is the reason we are telling you about this now. There is still time to add a fourth year of math or science to your kid’s senior year schedule--even if it is not the hardest math or science that you can imagine. I would a lot rather have four units of math and four units of science on my kid’s transcript and let the college figure out how hard those fourth-year courses actually were than not have the fourth-year courses there at all. In other words, the fourth-year courses do not have to be Calculus and Physics in order to count. But every college is different. Really. That is exactly why we put these questions on the College Profile Worksheet. You have to know what each college expects or your kid cannot possibly jump that hurdle. 2. A Quick Look at Foreign Languages Let’s look at my favorite part of this topic, and that is the importance of studying a foreign language in high school (and in college, by the way). It is one of those things that anyone who knows me might guess I am going to bring up--along with the importance of studying outside the U.S., the importance of the liberal arts, and the importance of historically black colleges and universities (HBCUs), to name a few of my favorite soapboxes. Here are a few startling statistics from an Education Week article in June by Corey Mitchell: The American Councils for International Education estimates that 10.6 million K-12 U.S. students study a world language or American Sign Language. That sounds like a lot of students, but it is actually just 20 percent of American students. Fewer than 10 percent of students in at least two states study a language other than English. Arabic is the fastest-growing second language among U.S. residents, but only 0.25 percent of American students who study a foreign language study Arabic in school. Eight times as many study Latin. I am all for more Arabic, but all my friends know that I would hate to give up Latin. Less than 1 percent of American students who study a foreign language are studying either Russian or Japanese, though both of these languages were popular some decades ago for obvious political or economic reasons. The study of Mandarin, the most commonly spoken language in the world, is increasing among American students. That’s probably an important trend. Eleven states require credits in foreign languages in order to graduate from high school. Does 11 sound like a lot or a little to you? Because it sounds like way too little to me. The District of Columbia and 44 states are in the market for certified foreign language teachers. We are certainly going to need more teachers if we are going to convince more kids to study more foreign languages or foreign languages for more years. And here is a quotation from Marty Abbott, the executive director of the American Council on the Teaching of Foreign Languages, also from the Education Week article: “We’re such a long way in this country from having it be normal to grow up learning other languages. . . . Our future depends on our ability to engage with the rest of the world, and right now Americans have a very tough time doing that.” We do indeed. So, parents, help your kid stand out when it comes to the college admissions game. Convince your kid to take four years of a foreign language in high school (assuming that your high school makes four years available and, if not, encourage your kid to take two years of one language and two years of another language). Do this not just to get your kid into college; do it for a lot of other great reasons, too. And now I—with my four years of high school Latin and my three years of high school French--will get off my soapbox. 3. It’s Labor Day! So, we hear that it’s almost Labor Day. We will be taking next week off to catch our breaths and celebrate. You should do the same, because September will require you to hit the ground running. Parents of seniors, the time is here. We will be back with a new episode on September 7. We can’t wait! Find our books on Amazon! How To Find the Right College: A Workbook for Parents of High School Students (available as a Kindle ebook and in paperback) How To Explore Your College Options: A Workbook for High School Students (available in paperback) Ask your questions or share your feedback by... Leaving a comment on the show notes for this episode at http://usacollegechat.org/episode133 Calling us at (516) 900-6922 to record a question on our USACollegeChat voicemail if you want us to answer your question live on our podcast Connect with us through... Subscribing to our podcast on Google Play Music, iTunes, Stitcher, or TuneIn Liking us on Facebook or following us on Twitter Reviewing parent materials we have available at www.policystudies.org Inquiring about our consulting services if you need individualized help Reading Regina's blog, Parent Chat with Regina

Today's EpisodeTwitter has finally issued its “longer tweets.” That’s right, the media in your tweets will not account against your character count. It's been a long time coming. They should have done this years ago. Still, at least we get it now. It's better late than never. In that respect are some rules to it, but, for the most part, the media do not count against it. I am baffled at how long it took them to figure this out. Everyone that uses Twitter always hated that feature. It makes Twitter a little more utilitarian. No longer the anger fist of losing some characters to the media. Let’s rejoice and tweet just about more!Now, scroll down to hear the show!Tech News Decoded:Photos leaked showing the new Google phonesThere's going to be more AP Computer Science classes soonData suggest Amazon reviews are biasedTwitter releases “longer tweets”Google updates, photosGoogle releases Google TripsSelf-driving cars to get regulationsNew update on Skype PreviewDesktop Apps ported to Universal Apps finally arrivesGoogle buys APiAIEtsy buys Blackbird TechnologiesApps/Programs to Try:Google TripsRiotMarco PoloGoPro Hero5GoPro Drone Quotes:Twitter should have released this 5 years ago.I like the Nexus name. I prefer it over Pixel.If marketers do not incentivize reviews they are usually all bad.There's a new update to anyone still using Window Phones.Credit: music http://www.bensound.com/royalty-free-music/track/sci-Support:Like these podcasts? Support me on Patreon! See acast.com/privacy for privacy and opt-out information.

Lukas is back on the mic for a discussion of another pair of concepts from my AP Computer Science days. Thanks, Mr. Pascal!