Podcasts about toronto mississauga

Formerly the Justice, Equity, and Transformation Postdoctoral Fellow at University of Calgary, Lucas is a SSHRC Postdoctoral Fellow at University of Toronto Mississauga. He is the author of At Home with the Holocaust: Postmemory, Domestic Space, and Second-Generation Holocaust Narratives (Rutgers UP, 2025), which received the Jordan Schnitzer First Book Publication Award. He is also the editor of Shame-Sex Attraction: Survivors' Stories of Conversion Therapy (Jessica Kingsley Publishers, 2025), as well as the co-editor of Emerging Trends in Third-Generation Holocaust Literature (Lexington, 2023). His academic work has appeared in Modern Language Studies, Canadian Jewish Studies, Flannery O'Connor Review, Journal of Jewish Identities, and Studies in American Jewish Literature. His public-facing writing has appeared in The Advocate, Queerty, LGBTQ Nation, and Religion Dispatches, among other venues. Visit Sacred Writes: https://www.sacred-writes.org/2025-carpenter-cohorts-spring-semester Follow Dr. Lucas Wilson: https://www.instagram.com/lukeslamdunkwilson/ Buy Shame-Sex Attraction: https://bookshop.org/p/books/shame-sex-attraction-survivors-stories-of-conversion-therapy-lucas-wilson/21360797?fbclid=PAZXh0bgNhZW0CMTEAAafHdvzZaNVuiBkf8kq3JdOu8i5UQCVYQZqAkrljmmJjkpO-cLhb2xifbGfyfQ_aem_-PIMbnt_hKHPY2E7FMxa6A

Guest: Shauna Brail, associate professor, Institute for Management & Innovation, University of Toronto Mississauga, senior associate at the Innovation Policy Lab, Munk School of Global Affairs & Public Policy.

High-profile cases of visitors to the United States being denied entry or detained have Canadians concerned about travelling south. How worried should travelers be, and what do you need to know about the risks and your rights? Kelley McClinchey: Instructor in the Department of Geography and Environmental Studies at Wilfrid Laurier University; Heather Segal, founding partner of Segal Immigration Law; and Brett Caraway, Associate Professor in the Institute of Communication, Culture, Information, and Technology at the University of Toronto Mississauga join Jeyan Jeganathan to discuss. See omnystudio.com/listener for privacy information.

Watching polar bear mums and cubs emerge from their winter densPolar Bear mothers spend the winter in warm and cozy dens, gestating and then birthing their cubs, and right about now the baby bears are taking their first steps out of the dens and beginning to explore the real world. Using satellite collars and remote camera technology, researchers from Polar Bears International, the Norwegian Polar Institute, and the San Diego Wildlife alliance, now have an exciting new picture of how and when they leave their winter refuges. The team included Louise Archer, Polar Bears International Postdoctoral Fellow at the University of Toronto Scarborough, and their observations were published in The Journal of Wildlife Management.Lousy sleep? It's quality, not quantity that may be your problemResearchers from the University of Toronto Mississauga have compared sleep in modern, industrial societies with non-industrialised societies, such as remote tribes in Tanzania and the Amazon. The team, led by anthropologist David Samson, found that people in modern societies sleep for significantly longer, but have weaker natural circadian rhythms, and so their sleep is not as functional as it should be. The researchers say that could be because people in industrial societies have lost touch with cues that regulate our circadian rhythms, like light and temperature changes. The results were published in the journal Proceedings of the Royal Society B.Greenhouse gases are messing up low-earth orbit for satellitesWhile greenhouse gases are warming the Earth's surface, they're paradoxically cooling the upper atmosphere, causing it to contract. And this means trouble for low-earth orbit as space junk and defunct satellites are not running into the tenuous atmosphere and falling out of orbit as fast as they used to. This is making low earth orbit more crowded, and more dangerous. William Parker, a PhD candidate at MIT, led this research, which was published in the journal Nature Sustainability.A 3.5 billion year old crater in Australia is telling the story of the early EarthResearchers have discovered shattered rock in an area of rolling hills in Western Australia that they think is evidence of an enormous and ancient asteroid impact. This would be the oldest evidence of an impact crater preserved on Earth, and could tell us about how the surface of our planet was formed, and even how the conditions for life were created. Chris Kirkland, a professor of Geology at Curtain University in Perth Australia, was co-lead on this research with Dr. Tim Johnson. Their work was published in the journal Nature Communications.Beyond long COVID — how reinfections could be causing silent long term organ damageIt's now been five years since the COVID pandemic stopped the world in its tracks. The virus is still with us, and continues to make people sick. As many as 1 in 5 Canadians have experienced symptoms of long COVID, but scientists are finding that beyond that, each infection can also lead to long term silent cellular and organ damage. David Putrino, who's been studying COVID's long term effects at the Icahn School of Medicine at Mount Sinai in New York City, says even mild or asymptomatic COVID infections can lead to a wide range of silent long term heath impacts — compromising our immune, vascular, circulatory, renal, metabolic, gastrointestinal systems and even cognitive function.

This episode features a conversation with Mustahid Husain, who is currently a Postdoctoral Fellow in the Department of Anthropology at the University of Toronto Mississauga. His work explores a variety of themes, from international development and global inequality to mental health and the Bangladeshi diaspora. He is the author of two new books. The first is a short academic monograph, Masculinity and Mental Health of Muslim Men of Colour: Diaspora and Intersectionality of Canadian Youth, published in 2024 as part of Palgrave's New Directions in Islam series. The book explores the complex intersection of mental health, masculinity, and cultural identity among young Bangldeshi-Canadian men. His second new book is the novel Double Truths, which follows the protagonist Asif as he navigates personal relationships and his own identity in the complicated world of international development agencies. In this conversation, Mustahid discusses both of these projects as well as the somewhat unconventional path that led him to pursue anthropology. Hosted on Acast. See acast.com/privacy for more information.

If it feels like TikTok has been around forever, that's probably because it has, at least if you're measuring via internet time. What's now in question is whether it will be around much longer and, if so, in what form? The Chinese social video app merged in 2017 with the competing app Musical.ly, which also launched in China. That kicked off a remarkable seven years during which TikTok grew from a niche teen app into a global trendsetter, but also emerged as a potential national security threat, according to U.S. officials. Guest: Brett Caraway - Associate professor at the University of Toronto Mississauga's Institute of Communication, Culture, Information and Technology Learn more about your ad choices. Visit megaphone.fm/adchoices

This week's guest is Lucas Wilson (he/him). Lucas is the editor of Shame-Sex Attraction: Survivors' Stories of Conversion Therapy, which features personal essays written by survivors about their experience in Conversion Therapy (CT). Lucas is also a survivor of CT and this is the focus of our conversation today - his own personal journey as a survivor of conversion therapy, and his experience studying and knowing the experiences of other survivors. This conversation includes discussion of conversion therapy, religious trauma and mentions of sexual abuse. We also talk about what it means to heal and liberate after these experiences. About the guest:Lucas Wilson is a SSHRC Postdoctoral Fellow at University of Toronto Mississauga and was formerly the Justice, Equity, and Transformation Postdoctoral Fellow at University of Calgary. He is the editor of Shame-Sex Attraction: Survivors' Stories of Conversion Therapy (out January 21st!), and he is the author of At Home with the Holocaust: Postmemory, Domestic Space, and Second-Generation Holocaust Literature, which received the Jordan Schnitzer First Book Publication Award. His public-facing writing has appeared in The Advocate, Queerty, LGBTQ Nation, and Religion Dispatches, among other venues. He is currently working on two interrelated monograph projects that examine evangelical homophobia and transphobia in the U.S.Pre-order Shame-Sex Attraction HERE.Instagram: @lukeslamdunkwilsonThreads: @lukeslamdunkwilsonBluesky: @lukeslamdunkwilson.bsky.socialTwitter/X: @wilson_fwLinkedIn: https://www.linkedin.com/in/lucas-wilson-2a0753b1/ Facebook: https://www.facebook.com/luke.wilson.96For more, visit www.secondadolescencepod.com and @secondadolescencepod (IG).

"Conversion therapy"—a discredited practice that purports to change an individual's sexual orientation and/or gender identification and expression—has harmed countless lives under the guise of morality. I spoke to Lucas Wilson, an SSHRC Postdoctoral Fellow at the University of Toronto Mississauga, as he shared his harrowing experience with "conversion therapy" at Liberty University. His story serves as a testament to the perseverance of the unique human spirit and a warning against the devastating impacts of undue influence. A scholar, editor, and advocate, Wilson's work sheds light on the intersections of evangelicalism, homophobia, and trauma. He is the editor of the forthcoming Shame-Sex Attraction: Survivors' Stories of Conversion Therapy, which compiles narratives from 17 contributors, offering diverse perspectives on a practice that major medical, psychiatric, and psychological organizations have condemned. A recent Canadian study cited by Wilson underscores the two most impactful ways to support survivors of "conversion therapy": listening without judgment and reconnecting with affirming communities. Survivors benefit immensely from being heard and validated. Listening affirms their experiences and begins the process of rebuilding trust. Additionally, reconnecting with a supportive queer community provides a safe space for healing and affirmation, countering the isolation imposed by conversion practices. Wilson's story is not just about survival but also about transformation. It highlights the dangers of unhealthy influence while demonstrating the power of education, community, and self-acceptance. As conversations around "conversion therapy" and undue influence continue, stories like Wilson's remind us of the urgent need for advocacy and awareness. Together, we can create a world where everyone can live authentically without fear or shame. Learn more about Steven Hassan and Freedom of Mind Resource Center. Visit freedomofmind.com Learn more about your ad choices. Visit megaphone.fm/adchoices

We are survivors. We were subjected to dehumanizing practices by people who sought our erasure. We believe telling our stories is both powerful and political. Shame Sex Attraction: Survivors' Stories of Conversion Therapy (Jessica Kingsley Publishers, 2025) is an edited collection that brings together the experiences of those who have been subjected to queer conversion therapy - it is an effort to expose conversion practices for what they are - pseudoscientific, bogus, ineffective, and wildly traumatic - and to recognise and listen to survivors. With contributions from Gregory Elsasser-Chavez, Chaim J. Levin, Lexie Bean, Syre Klenke, and many more from across the LGBTQ+ spectrum - this is an attempt to ensure that what happened within these pages cannot - and will not - happen to future generations. Lucas Wilson is a SSHRC Postdoctoral Fellow at University of Toronto Mississauga and was formerly the Justice, Equity, and Transformation Postdoctoral Fellow at University of Calgary. He is the editor of Shame-Sex Attraction: Survivors' Stories of Conversion Therapy. He is also the author of At Home with the Holocaust: Postmemory, Domestic Space, and Second-Generation Holocaust Literature, which received the Jordan Schnitzer First Book Publication Award. His public-facing writing has appeared in The Advocate, Queerty, LGBTQ Nation, and Religion Dispatches, among other venues. He is currently working on two interrelated monograph projects that examine evangelical homophobia and transphobia in the U.S. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

We are survivors. We were subjected to dehumanizing practices by people who sought our erasure. We believe telling our stories is both powerful and political. Shame Sex Attraction: Survivors' Stories of Conversion Therapy (Jessica Kingsley Publishers, 2025) is an edited collection that brings together the experiences of those who have been subjected to queer conversion therapy - it is an effort to expose conversion practices for what they are - pseudoscientific, bogus, ineffective, and wildly traumatic - and to recognise and listen to survivors. With contributions from Gregory Elsasser-Chavez, Chaim J. Levin, Lexie Bean, Syre Klenke, and many more from across the LGBTQ+ spectrum - this is an attempt to ensure that what happened within these pages cannot - and will not - happen to future generations. Lucas Wilson is a SSHRC Postdoctoral Fellow at University of Toronto Mississauga and was formerly the Justice, Equity, and Transformation Postdoctoral Fellow at University of Calgary. He is the editor of Shame-Sex Attraction: Survivors' Stories of Conversion Therapy. He is also the author of At Home with the Holocaust: Postmemory, Domestic Space, and Second-Generation Holocaust Literature, which received the Jordan Schnitzer First Book Publication Award. His public-facing writing has appeared in The Advocate, Queerty, LGBTQ Nation, and Religion Dispatches, among other venues. He is currently working on two interrelated monograph projects that examine evangelical homophobia and transphobia in the U.S. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/gender-studies

We are survivors. We were subjected to dehumanizing practices by people who sought our erasure. We believe telling our stories is both powerful and political. Shame Sex Attraction: Survivors' Stories of Conversion Therapy (Jessica Kingsley Publishers, 2025) is an edited collection that brings together the experiences of those who have been subjected to queer conversion therapy - it is an effort to expose conversion practices for what they are - pseudoscientific, bogus, ineffective, and wildly traumatic - and to recognise and listen to survivors. With contributions from Gregory Elsasser-Chavez, Chaim J. Levin, Lexie Bean, Syre Klenke, and many more from across the LGBTQ+ spectrum - this is an attempt to ensure that what happened within these pages cannot - and will not - happen to future generations. Lucas Wilson is a SSHRC Postdoctoral Fellow at University of Toronto Mississauga and was formerly the Justice, Equity, and Transformation Postdoctoral Fellow at University of Calgary. He is the editor of Shame-Sex Attraction: Survivors' Stories of Conversion Therapy. He is also the author of At Home with the Holocaust: Postmemory, Domestic Space, and Second-Generation Holocaust Literature, which received the Jordan Schnitzer First Book Publication Award. His public-facing writing has appeared in The Advocate, Queerty, LGBTQ Nation, and Religion Dispatches, among other venues. He is currently working on two interrelated monograph projects that examine evangelical homophobia and transphobia in the U.S. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/lgbtq-studies

We are survivors. We were subjected to dehumanizing practices by people who sought our erasure. We believe telling our stories is both powerful and political. Shame Sex Attraction: Survivors' Stories of Conversion Therapy (Jessica Kingsley Publishers, 2025) is an edited collection that brings together the experiences of those who have been subjected to queer conversion therapy - it is an effort to expose conversion practices for what they are - pseudoscientific, bogus, ineffective, and wildly traumatic - and to recognise and listen to survivors. With contributions from Gregory Elsasser-Chavez, Chaim J. Levin, Lexie Bean, Syre Klenke, and many more from across the LGBTQ+ spectrum - this is an attempt to ensure that what happened within these pages cannot - and will not - happen to future generations. Lucas Wilson is a SSHRC Postdoctoral Fellow at University of Toronto Mississauga and was formerly the Justice, Equity, and Transformation Postdoctoral Fellow at University of Calgary. He is the editor of Shame-Sex Attraction: Survivors' Stories of Conversion Therapy. He is also the author of At Home with the Holocaust: Postmemory, Domestic Space, and Second-Generation Holocaust Literature, which received the Jordan Schnitzer First Book Publication Award. His public-facing writing has appeared in The Advocate, Queerty, LGBTQ Nation, and Religion Dispatches, among other venues. He is currently working on two interrelated monograph projects that examine evangelical homophobia and transphobia in the U.S. Learn more about your ad choices. Visit megaphone.fm/adchoices

This episode of A People's Theology is sponsored by United Theological Seminary of the Twin Cities. Receive a $1,000 scholarship when you apply and are admitted: unitedseminary.edu/apeoplestheology Use this link to register for Q Christian Fellowship Conference 2025 and use the discount code "THEOLOGY" to receive 10% off your ticket. Watch full episodes of A People's Theology: youtube.com/@APeoplesTheology Mason chats with Luke Wilson about his new book, Shame Sex Attraction: Survivors' Stories of Conversion Therapy. They chat about the untold truths of conversion therapy and much more. Guest Bio/Info: Dr. Lucas Wilson is a SSHRC Postdoctoral Fellow at University of Toronto Mississauga. He is also a former evangelical and a survivor of conversion therapy. Connect with Luke here: Twitter: @wilson_fw Instagram: lukeslamdunkwilson Get connected to Mason: masonmennenga.com Buy merch of your favorite tweet of mine: masonmennenga.com/store Patreon: patreon.com/masonmennenga Twitter: @masonmennenga Facebook: facebook.com/mason.mennenga Instagram: masonmennenga Learn more about your ad choices. Visit megaphone.fm/adchoices

Ariel Ng, Development Coordinator at the University of Toronto Mississauga

Andreas Park, professor of finance at the University of Toronto Mississauga and Rotman School of Management. He is the academic director of the Rotman FinHub Learn more about your ad choices. Visit megaphone.fm/adchoices

This is Verla Fortier of your Outside Mindset show. This podcast is about taking back  your outside mindset by exploring and practicing new ways of noticing when you are outside  close to nature  whether you live in the city or country. Two podcast episodes ago I did a solo podcast on a great book “Better In Every Sense: How the New Science of Sensation Can Help You Reclaim Your Life.” This is the link to that podcast episode is titled Get Intentional About Using Your Senses.  Today I have the author of this book with me. This is his bio.  Norman Farb, PhD, is an Associate Professor of Psychology at the University of Toronto Mississauga, where he directs the Regulatory and Affective Dynamics laboratory. He studies the cognitive neuroscience of well-being, focusing on mental habits, such as how we think about ourselves and interpret our emotions. Together with Prof. Zindel Segal, he wrote Better in Every Sense, a book that describes the surprising role of sensation in mental health. His current research explores online interventions to support  wellbeing, and neuroimaging of interoception, our sense of the body's internal state.Tanscript of interview is on my website Treesmendus.com For peer reviewed research on how your time spent in green space can change your mindset, balance your nervous system and your heart rate please go to my website https://treesmendus.com and check out my books Take Back Your Outside Mindset: Live Longer, Stress Less, and Control Your Chronic Illness and Optimize Your Heart Rate: Balance Your Mind and Body With Green Space

Episode Description: Paleontologist Dr. Yara Haridy comes on about turtles, deep time, and a post revolution museum rescue for the WOH pod Season 3 Finale. In their own words: Yara Haridy is a Postdoc at the University of Chicago in the Shubin lab currently studying the early evolution of mineralized tissues in vertebrates. Yara got her paleontological start by volunteering, then progressing to do a master's at the University of Toronto Mississauga where she studied the histology of tooth replacement and development in early reptiles. Yara completed her Ph.D. in Berlin Germany at the Museum für Natrurkunde (Museum of natural history). Her thesis focused on the evolution of osteocytes and bone cellularity in the fossil record, she pioneered the use of FIB-SEM tomography for nano-level imaging on fossil cells. Yara is currently searching for the earliest mineralizing vertebrates in the fossil record, to better understand the origin of our skeletal biology. When not cutting up fossils, Yara is committing her time to DEI efforts in paleontology and science communication. Join Us In Supporting Beit el Baraka https://beitelbaraka.org/donate-now/?fbclid=PAZXh0bgNhZW0CMTEAAaZT48KxvRAJk0BB2TrNKHJHXDKwLgDoGg7W_bzqOqQY6NA_wsa8OIkGR18_aem_v5LFMj2DHu-61pUSO_i6og Help us keep making the show: Patreon.com/WeOutHerePod Twitter and IG @TheWeOutHerePod Start learning about whose land you're on and begin taking action https://native-land.ca/

Guests: Afra Bolefski, Inclusive User Experience Strategist at the University of Toronto; Mai Lu, Head of Public Services & Outreach at University of Toronto Mississauga, and Xiying Mi, Head of Resource Description at University of Wisconsin-Madison First broadcast October 11 2024. Playlist here "Speak out." 

Greg Marchildon talks to Mairi Cowan about her book The Possession of Barbe Hallay: Diabolical Arts and Daily Life in Early Canada. A timely arrival for the upcoming spooky season, this episode features a reissue from 2022 in which Greg Marchildon interviews Mairi Cowan, author of The Possession of Barbe Hallay: Diabolical Arts and Daily Life in Early Canada. Cowan's work explores the social and religious context of 17th-century Quebec through the case of Barbe Hallay's possession, highlighting the fears and anxieties of people in New France. She examines beliefs about witchcraft, demonology, and the influence of the Church, illustrating the colony's precarious social dynamics during that time. Mairi Cowan is Associate Professor, Teaching Stream, at the Department of Historical Studies at the University of Toronto Mississauga with a cross appointment to the Institute for the Study of University Pedagogy. She is a historian of the late medieval and early modern world, with specializations in the social and religious histories of Scotland and New France. She is also an officer of the Champlain Society. Image Credit: McGill-Queen's University Press If you like our work, please consider supporting it: bit.ly/support_WTY. Your support contributes to the Champlain Society's mission of opening new windows to directly explore and experience Canada's past.

Ottawa 67's GM James Boyd spared some time for the prohockeypod this week. James has a lot of experience in the OHL, starting with playing 4 years in the league. After the OHL, James went to the University of Guelph before being offered an Assistant Coaching position back in the OHL with the Belleville Bulls. James learned a lot from Lou Crawford in these first few years before being promoted to HC. After Belleville, James moved to the Toronto/Mississauga franchise where he would hold different positions over 13 years including Assistant Coach/Assistant GM and then Head Coach/General Manager duties. We talked a lot about his experiences doing both jobs and how he juggled all the responsibilities. His time in Mississauga brought a lot of success, including a Memorial Cup Finals appearance in 2011. After 16/17, James moved on to the Ottawa 67's where he has been the GM for the past 7 seasons. I asked him about how he picks his players, coaching staff members and what it means to be a 67. We also touched on their core values. Hope you enjoy!

Content Warning: Light Profanity Episode Description: Paleontologist Yara Haridy comes on about turtles, deep time, and a post revolution museum rescue for the WOH pod Season 3 Finale. In their own words: Yara Haridy is a Postdoc at the University of Chicago in the Shubin lab currently studying the early evolution of mineralized tissues in vertebrates. Yara got her paleontological start by volunteering, then progressing to do a master's at the University of Toronto Mississauga where she studied the histology of tooth replacement and development in early reptiles. Yara completed her Ph.D. in Berlin Germany at the Museum für Natrurkunde (Museum of natural history). Her thesis focused on the evolution of osteocytes and bone cellularity in the fossil record, she pioneered the use of FIB-SEM tomography for nano-level imaging on fossil cells. Yara is currently searching for the earliest mineralizing vertebrates in the fossil record, to better understand the origin of our skeletal biology. When not cutting up fossils, Yara is committing her time to DEI efforts in paleontology and science communication. Help us keep making the show: Patreon.com/WeOutHerePod Twitter and IG @TheWeOutHerePod Start learning about whose land you're on and begin taking action https://native-land.ca/

Kelly is joined by Dr. Jordana Garbati from the University of Toronto Mississauga. Learn more about your ad choices. Visit megaphone.fm/adchoices

Using your senses to reduce overthinking, turn down the voice in your head, and get out of what these scientists call "the house of habit."Dr. Zindel Segal is Distinguished Professor of Psychology in Mood Disorders at the University of Toronto Scarborough and a cofounder of Mindfulness-Based Cognitive Therapy. Professor Norman Farb, PhD, is an Associate Professor of Psychology at the University of Toronto Mississauga, where he directs the Regulatory and Affective Dynamics laboratory. In this episode we talk about:How the brain's default mode network is essential to our survival but also can keep us stuck in rumination and overthinking Segal and Farb's simple practice of “sense foraging” and why they say it can help break patterns and thoughts that aren't serving us The differences and the similarities between sense foraging and mindfulness Related Episodes:Depression and Anxiety: Your Old Enemies, Your Best Friends | Zindel SegalGretchen Rubin on: How To Use Your Five Senses To Reduce Anxiety, Increase Creativity, and Improve Your RelationshipsWhy You Can't Pay Attention - And How to Think Deeply Again | Johann HariSign up for Dan's weekly newsletter hereFollow Dan on social: Instagram, TikTokTen Percent Happier online bookstoreSubscribe to our YouTube ChannelOur favorite playlists on: Anxiety, Sleep, Relationships, Most Popular EpisodesFull Shownotes: https://www.tenpercent.com/tph/podcast-episode/segal-farbAdditional Resources:Download the Ten Percent Happier app today: https://10percenthappier.app.link/installSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

For episode 242, Sharon speaks with psychologist Zindel Segal, PhD, and neuroscientist Norman Farb, PhD, about their new book, Better in Every Sense: How the New Science of Sensation Can Help You Reclaim Your Life.Zindel is a Distinguished Professor of Psychology in Mood Disorders, University of Toronto Scarborough. He is a clinical psychologist whose research examines the use of mindfulness meditation in promoting affect regulation skills in people suffering from a depressive and anxiety based disorder. Norm is an Associate Professor, University of Toronto Mississauga and studies the social neuroscience of the self and human emotion, with a focus on how biases in self-representation shape emotional reactions that determine well-being.In this episode, Sharon, Zindel and Norm discuss:How Norm came to this workWhat inspired the new book, Better in Every SenseWhy people are languishingThe Default Mode Network versus Sensory NetworkThe positives of the “house of habit,” aka DMN“Breaking Frame” to solve problemsSense Foraging: shifting from thinking to sensingThe three steps in Sense ForagingThe role of equanimity in the Sensory NetworkHow Interoception relates to empathyThe conversation closes with a meditation breathing practice led by Zindel. You can learn more about Zindel and Norm's book Better in Every Sense, right here. You can also check out Zindel's first appearance on the Metta Hour Podcast from 2020 in Episode 144.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

University of Toronto Professor Leigh Revers and Peter Boghossian discuss challenges in STEM education, including the integration of indigenous science and the use of diversity criteria in academic evaluations. Leigh highlights the need for academic rigor and criticizes oversimplified teaching methods, emphasizing the importance of maintaining intellectual diversity in education. His experience with this is firsthand - this year, the University of Toronto Mississauga sanctioned him for using Spectrum Street Epistemology in the classroom.Leigh Revers is an Associate Professor at the Institute for Manage­ment & Innov­ation at the Univers­ity of Toronto Mississauga. Leigh on X Watch this episode on YouTube.

Climate change affects animal species in many ways.  It induces habitat loss, disrupts migration and breeding patterns, threatens marine life, and facilitates an increased spread of disease.  It may also affect where animals can be found in the future.  According to a new study led by researchers from the University of Toronto Mississauga and Apex […]

#105: Pierre Desrochers on population and climate change (4/22/24) Pierre Desrochers is an Associate Professor of Geography at the University of Toronto Mississauga. His main research interests are economic development, technical innovation, business-environment interface, and energy policy and food policy. He has published over 50 academic articles on these and other subjects in a wide range of academic disciplines. Desrochers has been the recipient of several awards for his work on environmental policy issues, including the 2017 Julian L. Simon Memorial Award (Competitive Enterprise Institute). He is the author of over 200 op-eds on a variety of subjects in major international media including the Wall Street Journal and Le Monde. He is the author of The Locavore's Dilemma: In Praise of the 10,000-mile Diet, arguably the broadest case made on behalf of the economic, social and environmental virtues of the modern agri-business and transportation industries. Book website: https://populationbombed.com Buy on Amazon: https://www.amazon.com/dp/0993119034/ref=sr_1_1?s=books&ie=UTF8&qid=1538048671&sr=1-1&keywords=Population+Bombed%21+Exploding+the+Link+Between+Overpopulation+and+Climate+Change Op-eds: https://populationbombed.com/op-eds/

If plants come from seeds, where do seeds come from? That question from Grade 2 student Wyatt is answered by Peter Kotanen, a professor in the Department of Biology and Department of Ecology & Evolutionary Biology at the University of Toronto Mississauga.See omnystudio.com/listener for privacy information.

Victor Lucas joined us this week to discuss Electric Playground! Every Saturday morning, many of us would tune into the iconic show by Victor and his team, hoping to one day enter the video games industry. Now, we're discussing the legacy of the show Victor created in 1997 and how now is the perfect time to launch this massive endeavour of bringing back Electric Playground Classic. Watch episodes live weekly beginning on March 23 at 9 AM PT/12 PM ET on YouTube.com/EPNtv (0:00) Intro with Victor Lucas (1:50) Electric Playground Classic announcement (5:30) Partnering with the University of Toronto Mississauga (6:42) The impact of speaking with game developers (18:06) Showing the human side of game development in 2024 (23:18) The state of games media (40:46) Having fun covering games (45:25) Pushback against AI (46:45) Canada's place in the games industry (53:44) Outro Website: ⁠⁠⁠⁠www.consolecreatures.com⁠⁠⁠ Like and follow us on Social Media: Twitter: @ConsoleCreature YouTube: ⁠⁠⁠@ConsoleCreatures⁠⁠⁠ Facebook: @RealConsoleCreature Instagram: @ConsoleCreatures Threads: @consolecreatures Bluesky: @consolecreatures.bsky.social

“As software engineers, only a fraction of your time is spent coding. A lot of your time is spent thinking. And I'm not seeing LLMs taking that away from us anytime soon, at least, for now." Can AI help you learn to code? Will AI take your developer job? Join me discussing these topics with Leo Porter and Daniel Zingaro, the co-authors of “Learning AI-Assisted Python Programming”. In this episode, we discuss the impact of AI assistants on how we learn and approach programming, particularly for students and educators. We examine the shifting skillset of developers, emphasizing the importance of code reading, specification, testing, and problem decomposition over syntax and library semantics. We also confront critical questions like the ethical implications of AI, the potential impact on developers' job, and whether it can help lead us to a more equitable society.   Listen out for: Career Journey - [00:01:11] AI Assistant - [00:07:55] How AI Assistant Affect Student - [00:11:04] Problem Decomposition Skill - [00:16:46] How LLM Works - [00:19:47] Prompt Engineering - [00:23:36] Automating Tedious Tasks - [00:29:29] AI Ethical Issues - [00:33:30] AI Replacing Developers - [00:40:08] A More Equitable Society - [00:47:34] 3 Tech Lead Wisdom - [00:55:58] _____ Leo Porter's BioLeo Porter is a Teaching Professor in the Computer Science and Engineering Department at UC San Diego. He is best known for his award-winning research on the impact of Peer Instruction in computing courses, the use of clicker data to predict student outcomes, and the development of the Basic Data Structures Concept Inventory. He co-wrote the first book on integrating LLMs into the instruction of programming with Daniel Zingaro, entitled “Learn AI-Assisted Python Programming: With GitHub Copilot and ChatGPT”. He also co-teaches popular Coursera and edX courses with over 500,000 enrolled learners. He is a Distinguished Member of the ACM. Daniel Zingaro's BioDr. Daniel Zingaro is an award-winning Associate Teaching Professor of Mathematical and Computational Sciences at the University of Toronto Mississauga. He is well known for his uniquely interactive approach to teaching and internationally recognized for his expertise in active learning. He is the co-author of “Learn AI-Assisted Python Programming” (Manning Publications, 2023), author of “Algorithmic Thinking” 2/e (No Starch Press, 2024), co-author of “Start Competitive Programming!” (self-published, 2024), and author of Learn to Code by Solving Problems (No Starch Press, 2021). Follow Leo & Daniel: Leo's LinkedIn – linkedin.com/in/leoporter/ Daniel's LinkedIn – linkedin.com/in/danielzingaro _____ Our Sponsors Manning Publications is a premier publisher of technical books on computer and software development topics for both experienced developers and new learners alike. Manning prides itself on being independently owned and operated, and for paving the way for innovative initiatives, such as early access book content and protection-free PDF formats that are now industry standard.Get a 45% discount for Tech Lead Journal listeners by using the code techlead45 for all products in all formats. Like this episode? Show notes & transcript: techleadjournal.dev/episodes/165. Follow @techleadjournal on LinkedIn, Twitter, and Instagram. Buy me a coffee or become a patron.

Of all the musical developments of rock in the 1960s, one in particular fundamentally changed the music's structure and listening experience: the incorporation of extended improvisation into live performances. While many bands—including Cream, Pink Floyd, and the Velvet Underground—stretched out their songs with improvisations, no band was more identified with the practice than the Grateful Dead. In Get Shown the Light: Improvisation and Transcendence in the Music of the Grateful Dead (Duke UP, 2023), Michael Kaler examines how the Dead's dedication to improvisation stemmed from their belief that playing in this manner enabled them to touch upon transcendence. Drawing on band testimonials and analyses of early recordings, Kaler traces how the Dead developed an approach to playing music that they believed would facilitate their spiritual goals. He focuses on the band's early years, the significance of their playing Ken Kesey's Acid Test parties, and their evolving exploration of the myriad musical and spiritual possibilities that extended improvisation afforded. Kaler demonstrates that the Grateful Dead developed a radical new way of playing rock music as a means to unleash the spiritual and transformative potential of their music. Michael Kaler is Associate Professor, teaching stream, at the Institute for the Study of University Pedagogy at the University of Toronto Mississauga and author of Flora Tells a Story: The Apocalypse of Paul and Its Contexts. Daniel Moran earned his B.A. and M.A. in English from Rutgers University and his Ph.D. in History from Drew University. The author of Creating Flannery O'Connor: Her Critics, Her Publishers, Her Readers and articles on G. K. Chesterton and John Ford, he teaches research and writing at Rutgers and co-hosts the podcast Fifteen-Minute Film Fanatics, found here on the New Books Network and on X. Learn more about your ad choices. Visit podcastchoices.com/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Of all the musical developments of rock in the 1960s, one in particular fundamentally changed the music's structure and listening experience: the incorporation of extended improvisation into live performances. While many bands—including Cream, Pink Floyd, and the Velvet Underground—stretched out their songs with improvisations, no band was more identified with the practice than the Grateful Dead. In Get Shown the Light: Improvisation and Transcendence in the Music of the Grateful Dead (Duke UP, 2023), Michael Kaler examines how the Dead's dedication to improvisation stemmed from their belief that playing in this manner enabled them to touch upon transcendence. Drawing on band testimonials and analyses of early recordings, Kaler traces how the Dead developed an approach to playing music that they believed would facilitate their spiritual goals. He focuses on the band's early years, the significance of their playing Ken Kesey's Acid Test parties, and their evolving exploration of the myriad musical and spiritual possibilities that extended improvisation afforded. Kaler demonstrates that the Grateful Dead developed a radical new way of playing rock music as a means to unleash the spiritual and transformative potential of their music. Michael Kaler is Associate Professor, teaching stream, at the Institute for the Study of University Pedagogy at the University of Toronto Mississauga and author of Flora Tells a Story: The Apocalypse of Paul and Its Contexts. Daniel Moran earned his B.A. and M.A. in English from Rutgers University and his Ph.D. in History from Drew University. The author of Creating Flannery O'Connor: Her Critics, Her Publishers, Her Readers and articles on G. K. Chesterton and John Ford, he teaches research and writing at Rutgers and co-hosts the podcast Fifteen-Minute Film Fanatics, found here on the New Books Network and on X. Learn more about your ad choices. Visit podcastchoices.com/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/performing-arts

Of all the musical developments of rock in the 1960s, one in particular fundamentally changed the music's structure and listening experience: the incorporation of extended improvisation into live performances. While many bands—including Cream, Pink Floyd, and the Velvet Underground—stretched out their songs with improvisations, no band was more identified with the practice than the Grateful Dead. In Get Shown the Light: Improvisation and Transcendence in the Music of the Grateful Dead (Duke UP, 2023), Michael Kaler examines how the Dead's dedication to improvisation stemmed from their belief that playing in this manner enabled them to touch upon transcendence. Drawing on band testimonials and analyses of early recordings, Kaler traces how the Dead developed an approach to playing music that they believed would facilitate their spiritual goals. He focuses on the band's early years, the significance of their playing Ken Kesey's Acid Test parties, and their evolving exploration of the myriad musical and spiritual possibilities that extended improvisation afforded. Kaler demonstrates that the Grateful Dead developed a radical new way of playing rock music as a means to unleash the spiritual and transformative potential of their music. Michael Kaler is Associate Professor, teaching stream, at the Institute for the Study of University Pedagogy at the University of Toronto Mississauga and author of Flora Tells a Story: The Apocalypse of Paul and Its Contexts. Daniel Moran earned his B.A. and M.A. in English from Rutgers University and his Ph.D. in History from Drew University. The author of Creating Flannery O'Connor: Her Critics, Her Publishers, Her Readers and articles on G. K. Chesterton and John Ford, he teaches research and writing at Rutgers and co-hosts the podcast Fifteen-Minute Film Fanatics, found here on the New Books Network and on X. Learn more about your ad choices. Visit podcastchoices.com/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Of all the musical developments of rock in the 1960s, one in particular fundamentally changed the music's structure and listening experience: the incorporation of extended improvisation into live performances. While many bands—including Cream, Pink Floyd, and the Velvet Underground—stretched out their songs with improvisations, no band was more identified with the practice than the Grateful Dead. In Get Shown the Light: Improvisation and Transcendence in the Music of the Grateful Dead (Duke UP, 2023), Michael Kaler examines how the Dead's dedication to improvisation stemmed from their belief that playing in this manner enabled them to touch upon transcendence. Drawing on band testimonials and analyses of early recordings, Kaler traces how the Dead developed an approach to playing music that they believed would facilitate their spiritual goals. He focuses on the band's early years, the significance of their playing Ken Kesey's Acid Test parties, and their evolving exploration of the myriad musical and spiritual possibilities that extended improvisation afforded. Kaler demonstrates that the Grateful Dead developed a radical new way of playing rock music as a means to unleash the spiritual and transformative potential of their music. Michael Kaler is Associate Professor, teaching stream, at the Institute for the Study of University Pedagogy at the University of Toronto Mississauga and author of Flora Tells a Story: The Apocalypse of Paul and Its Contexts. Daniel Moran earned his B.A. and M.A. in English from Rutgers University and his Ph.D. in History from Drew University. The author of Creating Flannery O'Connor: Her Critics, Her Publishers, Her Readers and articles on G. K. Chesterton and John Ford, he teaches research and writing at Rutgers and co-hosts the podcast Fifteen-Minute Film Fanatics, found here on the New Books Network and on X. Learn more about your ad choices. Visit podcastchoices.com/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/music

Of all the musical developments of rock in the 1960s, one in particular fundamentally changed the music's structure and listening experience: the incorporation of extended improvisation into live performances. While many bands—including Cream, Pink Floyd, and the Velvet Underground—stretched out their songs with improvisations, no band was more identified with the practice than the Grateful Dead. In Get Shown the Light: Improvisation and Transcendence in the Music of the Grateful Dead (Duke UP, 2023), Michael Kaler examines how the Dead's dedication to improvisation stemmed from their belief that playing in this manner enabled them to touch upon transcendence. Drawing on band testimonials and analyses of early recordings, Kaler traces how the Dead developed an approach to playing music that they believed would facilitate their spiritual goals. He focuses on the band's early years, the significance of their playing Ken Kesey's Acid Test parties, and their evolving exploration of the myriad musical and spiritual possibilities that extended improvisation afforded. Kaler demonstrates that the Grateful Dead developed a radical new way of playing rock music as a means to unleash the spiritual and transformative potential of their music. Michael Kaler is Associate Professor, teaching stream, at the Institute for the Study of University Pedagogy at the University of Toronto Mississauga and author of Flora Tells a Story: The Apocalypse of Paul and Its Contexts. Daniel Moran earned his B.A. and M.A. in English from Rutgers University and his Ph.D. in History from Drew University. The author of Creating Flannery O'Connor: Her Critics, Her Publishers, Her Readers and articles on G. K. Chesterton and John Ford, he teaches research and writing at Rutgers and co-hosts the podcast Fifteen-Minute Film Fanatics, found here on the New Books Network and on X. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/religion

Of all the musical developments of rock in the 1960s, one in particular fundamentally changed the music's structure and listening experience: the incorporation of extended improvisation into live performances. While many bands—including Cream, Pink Floyd, and the Velvet Underground—stretched out their songs with improvisations, no band was more identified with the practice than the Grateful Dead. In Get Shown the Light: Improvisation and Transcendence in the Music of the Grateful Dead (Duke UP, 2023), Michael Kaler examines how the Dead's dedication to improvisation stemmed from their belief that playing in this manner enabled them to touch upon transcendence. Drawing on band testimonials and analyses of early recordings, Kaler traces how the Dead developed an approach to playing music that they believed would facilitate their spiritual goals. He focuses on the band's early years, the significance of their playing Ken Kesey's Acid Test parties, and their evolving exploration of the myriad musical and spiritual possibilities that extended improvisation afforded. Kaler demonstrates that the Grateful Dead developed a radical new way of playing rock music as a means to unleash the spiritual and transformative potential of their music. Michael Kaler is Associate Professor, teaching stream, at the Institute for the Study of University Pedagogy at the University of Toronto Mississauga and author of Flora Tells a Story: The Apocalypse of Paul and Its Contexts. Daniel Moran earned his B.A. and M.A. in English from Rutgers University and his Ph.D. in History from Drew University. The author of Creating Flannery O'Connor: Her Critics, Her Publishers, Her Readers and articles on G. K. Chesterton and John Ford, he teaches research and writing at Rutgers and co-hosts the podcast Fifteen-Minute Film Fanatics, found here on the New Books Network and on X. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/popular-culture

Honest, first-person stories about the challenges and benefits of giving kids more free rein. Our guests are Louise de Lannoy, Executive Director of Outdoor Play Canada, and Ron Buliung, Professor of disability and Transport Studies at the University of Toronto Mississauga.

Bonnie Crombie, Mayor of Mississauga, Ontario, give insights into the second largest life sciences sector in Canada, biotech programs at University of Toronto Mississauga, and balancing economic development with environmental sustainability. Get full access to NPC Healthbiz Weekly at healthbiz.substack.com/subscribe

Dr. Daniel Zingaro and Dr. Leo Porter are co-authors of the book Learn AI-Assisted Python Programming. Leo will teach an introductory computer science course this quarter at UCSD using this book. We discuss how tools like GitHub Copilot let people new to programming focus on breaking down problems instead of language syntax. Dr. Zingaro is an Associate Professor of Computer Science at University of Toronto Mississauga and Dr. Porter is an Associate Professor at University of California San Diego. This episode was originally posted on Software Engineering Radio. Topics covered: Making programming more accessible Teaching problem decomposition instead of language syntax The importance of reading and testing untrusted generated code The rise of throwaway or one-off code Concerns about relying on commercial tools Rethinking how to assess students Related Links Learn AI-Assisted Python Programming Leo Porter Daniel Zingaro GitHub Copilot Transcript You can help edit this transcript on GitHub. Note the timestamps and audio for this transcript will not completely match. Intro [00:00:00] Jeremy: Today I'm talking to Dr. Leo Porter. He's an associate teaching professor of computer science at the University of California San Diego, and he co-founded the computing education research laboratory there. I'm also joined by Dr. Daniel Zingaro who is an associate teaching professor of computer science at the University of Toronto. And he's also the author of the book, learn to Code by Solving Problems and the Book, Algorithmic Thinking. They are co-authors of the book, learn AI Assisted Python programming. Leo and Dan, welcome to Software Engineering Radio. [00:00:37] Leo: Thank you for having us, Jeremy. I really appreciate your podcast, so thanks. Great to be here. [00:00:41] Dan: Thanks Jeremy. Writing a book for Leo's CS1 class [00:00:43] Jeremy: The first thing we could start with is, is why this book? And, and why now? How did you decide on like, okay, this is the thing we need to do now. [00:00:51] Leo: So, uh, this is Dan. Uh, so Dan, um, like really early when LLMs first kind of were coming out and being seen on the scene for programming, uh, he started playing with them, uh, for programming projects. And I think Dan really quickly realized that they'd had this, a big impact on how we teach programming. so he reached out to me, uh, and said, I really need to give em a try. And, uh, after I played with them for a little while, I had the exact same realization that this is gonna change, uh, how we teach programming, uh, in a pretty dramatic way. So having realized that, having realized that we had to change our, uh, introductory CS1 courses, we knew we needed to do that, but in order to teach that class, we'd have to have a book that we could assign our students that that would go along with the class. And so we knew we had to change the class, but we also knew we had to have a book for it. And given the, the timeline to write books, we started in the book first. Um, and so that's how it got started. LLMs for Syntax, Humans for breaking down problems [00:01:45] Dan: I guess we figured out that our course had to change first, before we knew exactly, um, how it had to change. One thing we, um, learned early on was that the kinds of assignments we give in our introductory courses, they're just solved by, by these tools like ChatGPT and copilot. So, uh, we knew something had to change, and then it is just a matter of figuring out what. And so we spent, um, quite a bit of time with these tools and we started to realize that what's gonna change is the skills that our students need to learn, uh, to be effective using these tools. So like b before these tools, we would spend a lot of time teaching syntax. Um, and students struggle quite a bit with learning syntax, which I mean, it's very, it's, it's very frustrating, right? Cuz you can't even do anything until you get the syntax right? And you're getting all these errors like missing colons and, you know, mismatched braces and stuff like that. Uh, so it's actually good, that, the LLMs are doing the syntax for the students. But you know, just because that skill's, uh, not needed as much, uh, doesn't mean that there aren't still skills for students to learn. So instead of syntax, other things become more important. Uh, so for example, uh, Leo and I, realize that reading code is gonna be extremely important even more so than before. I think if, if that, if that's even possible. Uh, and that's because sometimes you're gonna get back code that just doesn't work. And so we realized that students are gonna need to be able to read, the response that they get to see if the code looks reasonable, or not, right? And then if the code, uh, I is unreasonable, then they need to read more code, uh, and look at other solutions, right, that they get from the, uh, LLM. Uh, there are other, uh, things they can do as well, like messing around with the prompt and so on. But they're gonna need to be able to read code, uh, throughout the process. And then, so we just kind of kept on using these tools and documenting the skills that students are gonna need. And we just kinda realized that all the skills students are gonna need are skills we would want to teach anyway. So like, uh, one more example is testing, right? So, students may now not have, uh, an understanding of every last detail of, you know, the Python language like they would before. And so then that makes testing even more important, right? Than it was they need to verify that the code they're getting is correct. And so they have to be very good at writing test cases. and, and, you know, similar, similar for debugging, we need our students to have strong debugging skills, again, even potentially stronger than before, right? Because if the code isn't working, they need to first determine what the code is doing to be able to fix it. And then I guess one more I'll mention is problem decomposition. And this is a big one. I think this is gonna come up a couple times probably in our talk today, but LLMs struggle when you give them tasks that are too large and students need to know how to break problems down into small components so that, that, LLM can solve each one and, you know, have a good chance of getting it right. [00:04:56] Leo: Yeah, I, I think, um, kind of to, to piggyback off of that, you, you may be hearing these skills and saying, oh, these are absolutely essential skills. Every software engineer should know, uh, these are being taught right now. Right? Um, and the answer is not really, like these aren't core topics in a lot of introductory CS classes because so much time is spent on syntax. And so fairly early on when we kind of realized these skills would be so essential, Uh, we got really excited because these are skills we want to teach in our classes, and the LLMs are now giving us the ability to do that more. [00:05:27] Dan: Mm-hmm. [00:05:28] Jeremy: I think that's interesting about the syntax comment because you were saying how reading is gonna be more important than ever because you have LLM generating the code. Um, and you need to understand that code that's being generated and understand that it does what it, uh, you think it does. And so I wonder if when you say you spend less time on syntax, is it because you feel like they're gonna generate this code and they're sort of organically gonna pick up syntax that way versus having to focus on it at the start? I'm just trying to picture what you see changing there. [00:06:05] Dan: Yeah, Jeremy. So, uh, I, I was, I guess speaking specifically about syntax errors, which don't generally happen when you're using LLMs, and I also agree with you, you need to know what the code is doing, but, um, you can do that without worrying about each specific piece of syntax. Like, um, you're gonna need to know what the keywords do for sure, but, missing, you know, brackets and colons and, uh, oh, there needs to be like a blank line here. indentation, uh, a lot of this kind of thing. Is done for the most part, correctly by the LLMs. So yeah, I agree with you. You need to be able to identify the structures. So in our, in our book actually, Leo and I have, um, a couple of chapters on reading code and, I don't think we ever break breakdown, a line of code into its individual tokens. We do talk about the main structures, like ifs and loops and functions and all that. but compared to other books, I, I think or other, uh, other ways of teaching where you would focus on the micro level, we try to focus on the line level now, cuz we want our students to be able to grasp what each line is doing, I guess more than each token. [00:07:27] Leo: Yeah, maybe to, to add to that a bit, it's almost, uh, if you think about the advent of block-based languages, it was to make sure that the, essentially the, the author can't make syntax mistakes, right? Is the whole purpose of kind of block-based languages. And they're, they're huge for introductory programming, especially in like K through 12. in a sense, LLMs do this because they'd never give you back wrong syntax, or they almost, almost never give you back wrong syntax. And so it takes away that kind of cognitive burden of making sure you handle the, the token level. as uh Dan was saying LLM generated code needs test cases to catch logical errors [00:08:00] Jeremy: I, I'm curious, so you said the syntax is correct, but what are the, the typical mistakes you see coming back from these LLMs? Is it a, a logical mistake or is it ever something that. Actually doesn't compile. I'm, I'm kind of curious what your experience has been. [00:08:19] Leo: I think the, uh, more common errors that we've been seeing are logical. So it misinterprets the prompt that you're giving it. It essentially tries to solve a problem that's different than what you're trying to solve. It may have bugs in it, so it is in fact trying to solve the right problem, but it, it's off by one, um, is maybe replicating some mistake that it found in, in the large code base. And so most mistakes are gonna be you need to write test cases, run it. That mistake is then gonna show up when the test cases catch it, and then you'll have to try to fix it. if the students can read the code, uh, if we train them well to read the code, often you'll look at the response. And if the response is just not even trying to solve the right problem, you can usually pick that up pretty quick. Uh, and I think, I think the students will be learn to do that and then they can just say, okay, this is clearly not the right answer. And, and use the different tools in say vscode to find another answer, and then pick one that's right or change their prompt to get a response that's right. Go through that whole flow. But then some point or other it will give an answer that looks right. And then I think all of us as software engineers know that even the code looks right, it may not be. And so then they have to actually write the test cases, get some level of confidence that's actually working right before they'll know. And so sometimes, sometimes, you know, really quick is that it's just clearly wrong at solving the wrong problem. And sometimes it looks right, but it actually has some bugs that need to be fixed. [00:09:49] Dan: I guess one thing that struck me is how much a change in the prompt can, can matter. Uh, Leo, you know, um, we've, we've seen this over and over again where we'll write a prompt. It seems fine to us. And then we'll realize, oh, there are actually two different ways of interpreting this. and, uh, the ambiguity of, of English strikes again, right? And so it's just amazing to me how clarifying the prompts, how many times that fixes the code. Not always. We've definitely have examples where that's not the case, but, um, more, more often than not, in my experience, changing the prompt, uh, appropriately has a bigger than, than, um, anticipated effect on the, on the code. It's amazing. [00:10:36] Leo: And for thinking of the prompt, uh, in terms of like doc strings for functions, uh, adding the test cases certainly help. Um, sometimes it is, surprising sometimes that you can add the test cases to the prompt and it'll still give you back code that does not actually pass that test case because it, vscode and copilot doesn't actually run the code that comes back from the LLM. Uh, but I do find the test cases do tend to help with the quality response you get back. [00:11:01] Jeremy: As a part of your prompt, you're asking it to implement some functionality, and you're also asking it to write these tests for that same functionality? [00:11:11] Leo: Oh no, sorry. I, I, it's more the, um, doc test kind of format. So it, it, um, you're writing, let's say you, you've written your function signature and then you have the description of the function in a doc string. And then at towards the end of the doc string, I'm articulating the test cases that I intend to use. Um, and the articulating the test cases that I intend to use helps it come with a better prompt. Um, I haven't found it to be great at writing test cases. I haven't spent a ton of time with this, but the time that I have spent, it tends to want to do almost like a brute force search of all possible inputs, uh, as opposed to doing, okay, well here's a couple common. Here are the edge cases. Now I can feel fairly good about it. It doesn't seem to have that, um, intuition yet. [00:11:55] Jeremy: [00:11:55] Leo: For the most part, we're writing the test cases our ourselves, and we're gonna be teaching the students how to write the test cases themselves [00:12:01] Dan: Yeah, Yeah. So Leo and I have actually made a conscious decision to have students write test cases from scratch. Even though you could play around with the LLM and have it, you know, try to generate test cases, whether it's flawed or not, we still want students to do this from scratch. We think that writing test cases is a skill we want our students to have. [00:12:23] Jeremy: Sometimes what these models will generate, like you were saying, has logical errors. And hopefully if you're writing the test cases, you've put some thought into 'em, and your test cases are actually checking the correct behavior. So then you have the LLM generate the implementation. It's running against tests where you know what the correct answer should be. And so if it generates something that's incorrect, you've, you've kind of caught it. You're not totally relying on it. Telling you everything is, is good, you know? Um, It's confidence in something that's like you personally can't see. It's just what the machine gave you. [00:13:05] Dan: Maybe it takes away one layer of uncertainty too, Jeremy, right? Like, so the code could be wrong, right? And then if it generates test cases, okay, the test cases could be wrong too. And maybe you get unlucky and two wrongs make a right and then your test cases pass for the wrong reason. So yeah, we really wanna hone this skill in our students. And, and like Leo said earlier, these intro courses used to be so full of low level syntax concerns that we, we didn't do testing properly. I mean, you know, we all try to cover testing, but I think we're gonna be able to cover it a lot more, detailed now. LLMs could encourage students to test more since their output is untrusted [00:13:41] Leo: And I, I think we're enthusiastic about, uh, how students will approach testing when you're working with the LLM is what we. This is fairly anecdotal, but uh, when they interact with us talking about testing, often students aren't testing their code because they wrote it. And so of course it's Right. Right. This is like this really famous, uh, kind of bug in human thinking, right? Is that if you write it, of course the computer's gonna interpret what you're saying, right? Um, and so students tend to trust their code in a way that professional software engineers never would. and I think because it's coming from this third party that you know is wrong, it's coming from the LLM that can, that can often make mistakes. I think they're gonna be more inclined to actually engage in those testing practices. Uh, kind of knowing about the fallibility of the LLM, [00:14:27] Jeremy: You're shifting the order. I mean, there is test driven development that some people practice, but I feel like probably what's most common is you write the implementation yourself and then, then you'll go and see like, oh, did this thing I, I wrote. Did it do what I thought it should do? Um, whereas this is kind of flipping it, where it's the large language model is gonna write my code, so I'm just gonna start with the test and then I'll ask it to, to write me the code. And maybe that will kind of make test driven development be the default. [00:15:02] Leo: So yeah, I, I, I think that students may wanna engage more in kind of test driven development because they wanna think more about, uh, what exactly should this function be doing? Uh, how should behave, what kind of inputs and output should it expect? And then it can kind of write the prompt to co-pilot or whatever LLM is using, uh, to express those inputs and outputs. Well, they're more apt to get good answer from the LLM and they've kind already got their test cases worked out as well, so they can immediately just go right into the testing agency if the prompt came back right. Using LLMs at the function level instead of a broader scope [00:15:35] Jeremy: And you mentioned writing a prompt to implement a specific function. Have you found that they work well at the function level? But if you try to ask it to build something more broad, that that's kind of when it has problems? [00:15:53] Dan: So, I think in general, LLMs do work best at the function level. We have tried to get it to generate bigger apps, collections of functions, and it can work, but sometimes it does, uh, it does do worse. But also we want students to do the problem decomposition for themselves and break up the problem into individual functions. Even though maybe the LLM could work, uh, with, uh, bigger chunks of code, we want students to do it. And one reason is so that they can customize what they get from the LLM. So, in the book, we have a bunch of examples where you could probably just throw it at the LLM and get an answer and, you know, eventually get it to work. But I think at that point, making changes to it might be trickier than it would be if you knew, uh, the architecture of what you were, what you were building. So in the book, we have a bunch of top-down design diagrams, and we want students to understand what they're building at that level, like at the function level instead of, like we said earlier, instead of like at the token level or the line level. Potential issues with outsourcing high level design to an LLM [00:17:03] Jeremy: And so like in this example, you're thinking more from a, a learning perspective. You want the student to look at the big picture, figure out, okay, what are all the different functions or parts of my application? Break that down and then feed those individually. To, um, these large language models. I, I'm wondering from like, let's say you're a, a professional software engineer and your interest is more in I want to make the thing and less so, in I want to learn how to make the thing. in that case, do you feel like you could feel confident in, in giving the large language model a larger piece of the design, or do you still feel like it's good to have that overall structure done by the, the developer and then just be very targeted about how you use the large language model? [00:18:03] Leo: I think that's a tricky question because we haven't worked with these tools heavily in a professional programming setting. I think often when we're thinking about large design of software, you're gonna be working on teams, talking with other members of the team about the interfaces and things like that. And so I'd be pretty hesitant to to outsource that, that thinking to the, the l lm cuz you, the communication between the teams still has to happen. Uh, even if it weren't for that. Um, I kinda think of it as a probabilities. So essentially whenever you ask co copilot or any of these LMS to, to do a task, the more it has to right, get the kind of more likely it's gonna make a mistake. Um, and so, uh, that's kind of why I like the functional level. It seems like I. Partially because it's not that much code that tends to write. Um, so you help to avoid kinda the probabilistic problem, but also because it's learned on a huge code base that has lots and lots of functions that have been implemented. It tends to do well at that, that solving the function kind of task. [00:19:10] Jeremy: Yeah. And I, I think the way you put it as outsourcing that designer, that decision is, is interesting because yeah, if you are working on a team and whether it's in code review or just in a discussion, often people will ask, well, well, why did you do it this way? Or Why, why is this the, you know, the good way to design it? And if you kind of handed that off to an l l m, maybe your answer is, I don't know. It's just what it it told me, which (laughs) [00:19:39] Dan: Yeah. [00:19:42] Leo: That isn't an answer I want to u use talking to my boss. Right. Well the chat GPT told me I should have it this way. That doesn't seem like a good answer. Choosing GitHub Copilot for CS1 [00:19:50] Jeremy: I think we, we've kind of been talking in more a general sense of working with LLMs and you've mentioned how you're gonna be teaching introductory computer science courses this coming, quarter or semester. And so when you teach these classes, what tools are you gonna recommend your students use? And yeah, maybe you could go into that a bit. [00:20:13] Leo: Absolutely. So we're gonna be recommending, um, At least, at least for my class, I'm gonna be recommending that they use, uh, vs code with copilot. Um, I just like the integration of the IDE with the, uh, interactions with the LLM uh, I think it avoids just a whole bunch of copy pasting from another interface into your IDE to then, uh, run it. I think it also reduces the barrier of them kinda immediately getting the code and then testing it right there in the environment. I'm sure any of the other tools would work, it's just, that seems to have worked well for us, uh, when we were writing the book. And that's, that's actually the technique we recommend in the book as well. Um, so that would be the primary tool for the students writing the code. In addition to having them using copilot with, uh, in the IDE for a lot of the code generation, depending on where things are at with copilot x, um, which is right now, um, available through wait list. Uh, if that's, that's available publicly, I think we're gonna be recommending that because it has a copilot chat feature, uh, which can be really nice to interact with. And, uh, the main use that, that we're gonna be encouraging students to use, whether it be co-pilot chat or a ChatGPT is in just a conversation with the LLM about, particularly modules and libraries. So if you are diving into, merging PDFs, which, uh, Dan did a great job in one of the chapters in our book talking about, if you wanna dive into that, well, what libraries should we be using in Python for that. Uh, and we found that the LLMs do a really good job at this, of actually saying, here are the different libraries you could use. Here are the pros and cons of them. These are the ones that, uh, need to be actually have additional install done. Or these ones that come in with, vanilla Python. they're actually really good at kind of giving you the what you should use for the various libraries. Um, and so that's, that's one other way that we were gonna be encouraging the students to use the LLM. Types of questions to ask the LLM [00:22:07] Dan: Yeah. So whenever the students or the junior programmer, doesn't know how or doesn't think they can, uh, do something in base Python, we have them interact with the chat and, and ask. So another example that comes to mind from the book is we have a chapter writing some games. And so for most games, including the two that, uh, we've got in the book, you need to be able to generate random numbers, right? So how do you do that? And so in the past you would've used a search engine stack overflow or something, and you would've found, some sample code and you would've pasted it in to your file and made variable name changes and things like that. And so what we do now is we ask chat, okay, I need to generate some random numbers. How do I do it? And then it will come back to you with a few options, and then you can systematically work through those options if you like. Uh, and you can ask, okay, is this one built into Python or not? And then it will tell you, oh, this one's not. We don't need to memorize API docs [00:23:11] Dan: And you say, oh, well, okay, so like, how do I install this? And then no, does it work on all OSS or just Windows? Right? So, uh, we guide the reader through these questions that you could have, uh, to help you make a decision. Um, and I think what I like the most about this is not having to learn. APIs, like yet another api. Like I don't, I don't think I have room, you know, in my, like, brain for any more APIs. And, and what's cool is I, I've forgotten like every API that, uh, we've used in the book. So we have like examples of emerging PDFs and, uh, removing duplicate images from directories, uh, from like people's phones, and, and stuff like that. And I don't know, I don't know which library it's using. Uh, and I'm, I'm totally okay with that, right? Like I just, I, I wanted to get the job done. I wanted to write a tool, and the tool got written and it used some sort of library and it worked great. And I didn't have to look through the documentation for that library and figure out like, which functions do I have to call and things like that. So, I, I know it, it can be fun, you know, it could be fun to really learn an API well, but a lot of people, they don't want to program for programming sake. Like, they just wanna get work done, right? So, you know, while I, I, I fully admit to, enjoying programming just for the sake of programming. I do a lot of competitive programming problems just for fun. You know, it's like Sunday morning and it's like, Hey, yeah, I got like an hour and I got an hour to work on something. Let me work on this little competitive programming problem. But, uh, a lot of people, they're not motivated by that. They're motivated by consequences of code. And this is one thing about LLMs that I'm very excited about, is you can just, make a lot more progress, without having to learn what these, people may believe is just useless knowledge, right? Like, does it really matter how I should invoke this api Right, to merge PDF files? I mean, the answer for many people is no. Like, they just want the result to happen. And I love how we can kinda match what they, uh, deem important, right? With the LLMs, it's like a new level of abstraction, for for many people. LLMs make building software possible for more people [00:25:28] Leo: There's a couple of audiences that come to our introductory classes, and what Dan's talking about here is one of the things I'm most excited about with this, and that's the students who come and take just one. Programming class. I know it's probably a different audience than, uh, a lot of the people listening right now. Um, but the people who just take one programming class, it's required for, for their major. They, I just wanted to explore it a little bit, but they, they don't go into this as a, as a career. I think a lot of those students right now, uh, if you ask them a year later to program something, do any of these tasks that we're talking about right now, I doubt they're able to, even if they did really well in that class. Uh, and that's really disappointing, right? If they've taken a programming class, they should be able to, to do something with that, a year or even five years later. And I really believe that if you teach them the skills of interacting with these LLMs, they'll be able to do these tasks later. They'll be able to come back and go, you know, I don't remember any of the Python syntax. I don't remember, uh, even how to get started with this. But you know what, I'm just gonna ask, uh, copilot, how do, how do I go about merging these PDFs, having this directory? And then, uh, the copilot chat comes back and says, oh, you might use this and that. And then they go, oh, I remember, I remember how to, how to write these functions. And I just said, you have to go over a prompt. I think they could really do it. And that, that's a bit of a game changer, right? That means a larger portion of our society will be able to, uh, write code and using a useful way. And I'm just really excited about that. I think it's gonna be really nice, uh, after the changes happen. More people might stick with Computer Science [00:26:58] Jeremy: I can totally see in the context of someone who's, not seeing it as a career, or someone who is like, hasn't done it in a while. It could be. These tools can be incredibly useful, right? Or it can even get you interested in this field at all, right? Like a lot of people, they, they struggle through the syntax and then they decide like, oh, this is not for me. Even though like they had something really cool they wanted to build and, and maybe these kind of tools can, can get them over that hump. [00:27:31] Leo: Exactly. I think there's a population of students, um, and it varies a bit by demographics, who come to computer science, with really the best motives in mind, right? They wanna make their goals in their life are to make the world a better place, and they want to achieve those goals. And if you spend the first three quarters or three semesters working with them and all they're seeing is syntax and they're not actually solving anything meaningful, um, it starts to create this disconnect of what their goals are for their life and what they think the goals of are, are career are. Of course as, as, as a computer science, I wanna say, stick it out. You know, if you, if you go into the fourth, fifth class, you'll start seeing how these are really useful tools that can make society a better place. But it'd be really nice to front load that and have them solving useful problems much earlier and seeing that, uh, computer science, uh, can be used in really nice ways. Efficency can be taught later [00:28:26] Jeremy: And, and so within the, the context of. People who are studying computer science will eventually, who may become professional software developers, things like that. Something more long term where it becomes more of a craft, the, the code that comes back from these large language models. Sometimes it could be something that's like not maybe the most easy to read or it may be doing something inefficiently. And I'm wondering from your perspective how users of these tools should, should think about that and, and recognize when that's a problem. [00:29:06] Dan: We in, in, in the first couple of courses, typically in the CS program, um, we don't spend much time on efficiency. the reason is that there's just so much to learn early on, and, um, we worry about overwhelming people with, know, too much, for them to, to process it at once. And we don't wanna prevent students from becoming interested, by. Giving them all of these requirements early on. So typically we, you know, we push efficiency, down the, down the road into like a data structures course, for example. But your question points to another reason why, we've decided to teach some of the skills we teach early on. So if, if a student, you know, came up to Leo or, or me and said, Hey, you know, like I wanna generate efficient code, how do I do it? My answer would, would be, so like, get, get familiar with programming first, but you are learning the skills necessary where you'll be able to look at code later because you know how to read it still, right? It's not, uh, something that you don't understand. You're gonna, you're gonna know it. We're gonna spend lots of time on code reading, and so later I think we can just teach efficiency the way we always did. Um, so, you know, doing, uh, time complexity analysis on, on the code and they're still gonna understand what the code is doing. So, um, I, I, I don't think this is going to, this is going to change much in, in the earliest courses. LLMs can expose students to different types of code [00:30:35] Leo: To the, to the point about code readability, I might add that, uh, certainly they're gonna get back some, some code that's maybe not the best style and it may not be as readable. Uh, but what's kinda interesting is that students aren't exposed to a lot of different styles kind of in our existing courses, right? They, they see the code that they write and they see the code that the professor writes and gives them, and there's not much else. And so, I mean, we're gonna need data and we're gonna need research to, to, to know this for sure, but it, it, I suspect them seeing lots of different code styles and having to read those different code styles may actually inform them better than we do now about what makes code more readable. Uh, and then they might be able to employ that as they go forward. [00:31:21] Jeremy: And, and when you're saying they're gonna read different styles and things like that, are you referring to code they're gonna see from the LLM or are you talking about them reading just other code bases in their classes or their professional work? [00:31:39] Leo: Oh, I'm sorry. Yeah, I was referring to the code. They'll see from the LLM Right [00:31:43] Jeremy: Oh I see [00:31:43] Leo: LLM will come back in all these different ways. They'll have different styles and they'll, uh, have different approaches to solving it. Right? Sometimes they'll, uh, come back with like this one line Lambda expression thing that solves it, and they'll have no idea how that works. And they'll, they'll ask for a different answer and they'll get, uh, a much more, uh, user-friendly first, uh, first programing experience kind of code back. And they'll be able to understand that and go, okay, this is the kind of code that I wanna see. Not this thing that was completely non-readable. [00:32:11] Dan: Yeah, Leo, I just thought of something. So, uh, so you know, by default you can get it to give you 10, uh, code segments to solve the problem, right? So it'd be kind of cool, if we ask students about each of them, right? Each of the 10, which ones are right, which ones have bugs, which ones have good style, which ones have bad style, it's like a built-in learning opportunity right there. So yeah. [00:32:34] Leo: Oh, it's true. Yeah. And, and so the 10 things that, uh, Dan I was referring to is if you do control, enter in vs code when you're working with a copilot, it'll give you back 10. Possible responses. And you're totally right Dan. You could just say of these 10, how readable are they? Are they right? Um, there's lots of fun things you can do to ask students questions. [00:32:51] Dan: and often many of them are right with just subtly different ways of, of, of, of solving the problem. I mean, I'll, I'll admit to having some fun looking through all of the suggestions just to kind of see what the variability is and when there's a lot of variability. I really like it because, uh, like Leo said, it exposes people to different styles they may not have seen before. And, um, may it may, it may, um, encourage you to ask questions, right? Like, why does this one work? Right? I've tested it. It doesn't look like it should work. Why does it work? I feel like that's the beginning of a pr pretty powerful learning experience right there. [00:33:30] Jeremy: Yeah, that makes sense to me because I, I think about how when a lot of people are doing software development before all these LLMs, they will search on the internet and go, okay, what's an existing answer for this thing I'm trying to do? They'll find a post on Stack Overflow and they'll find the accepted answer and it'll be like, okay, this is it. This is the solution. Whereas, at least in this case, it seems like you can go like, okay, well here's, here's 10, 10 potential solutions, and at least you get a little bit more exposure to, um, what are the different ways you could do it. [00:34:06] Leo: Exactly, and, and it's nice for 'em to see these different options. And I think there is, for professional software engineers seeing that stack overflow post, like, here's the accepted answer, integrating that into your code isn't a big jump for, for a lot of us. Um, but I do wanna stress that for the intro students, it often is a really big jump. Uh, just the, oh, how do I change around this? Oh, this was the interface for this function, but I'm been asked to have this other interface with a function and, and they really can struggle in that domain. And so I think copilot and these LLMs are nice in that they give back answers that are more tailored to the existing code that they're working with, um, and will reduce that barrier of them trying to incorporate the answer. Optimization can come later, most code is straightforward [00:34:50] Jeremy: So it seems kind of overall, when you're talking about people who are using programming in a more professional capacity, the code style and efficiency that will probably be taught very similarly to however it is now, where you basically have to get exposed to different styles and types of code, get exposed to the algorithms and and that will allow you to read the answers you get back better. So the answers you get back from the LLM with the knowledge you gain from these later courses, you'll be able to tell like, oh, okay, this is, this. Level of complexity, or this has like, you know, exponential, performance implications, that kind of thing. [00:35:43] Leo: So I think the performance piece is really important. Um, and I appreciate your, you bringing it up. I think, I'm, I'm kind of curious, uh, uh, what percentage of the time professional programmers are really spent, uh, are spending optimizing, uh, the code that they write? Um, I suspect a lot of the code that's written, uh, is pretty straightforward. Uh, you, you already know how to work with the database you're working with. You already know how to write the queries for that. You're, you're, you're just, uh, you're still doing something that, that's certainly thought provoking, but it's not the hard work of, oh, how am I gonna write design the right algorithm for this to get the exact best runtime? And so I think there are some times that that does matter, but those may be the times that the LLMs aren't as helpful and there's still gonna be a, a pretty big need for programmers who know how to do that, uh, themselves. [00:36:33] Jeremy: Yeah. I mean, I, I think that of course this is gonna vary from industry to industry, but Dan, you were talking about learning APIs and I feel like a lot of jobs are learning APIs and gluing them together. [00:36:49] Dan: Yeah. Um, I would agree, but I wonder what can happen if some of that's automated. Right? So maybe, people who are gluing APIs together will be able to. Get even more done, right? Incorporate even more, APIs in the same amount of time that they've been doing it. Now, I don't, I don't know if that job changes as dramatically as it, it seems, um, I guess there's this tension between people, having to change jobs or become more efficient in the current job. And, you know, obviously I, I hope it's the latter and there is some recent evidence that it could end up being, the latter, just more productive people overall, building, know, bigger software in incorporating more APIs than, than before and, and not overloading yourself. So, we'll, we'll see, you know, how it, how it all, um, how it all turns out. But I'm, I'm hopeful that we'll just be doing our jobs better. Reading code as a skill [00:37:51] Jeremy: In that, that context, sometimes people will say that the, the reading of code and comprehending code can sometimes be more difficult than writing the, the code. And in fact, can sometimes take you more time, like, let's say you've built out a project and now you need to add new features. Well, to add the feature, you have to understand the, the code base that existed before and so. When we talk about LLMs and the context of not programming, but just general writing, people talk about the fact that it's easy to generate more writing, right? We can generate more documents, blog posts, more articles, that sort of thing. And with code, it sounds like it'll be similar, right? Where it'll be easier for us to write more code, generate more code. Um, but I wonder if either of you have thought or, or think it's a concern that we'll be generating so much code that now we'll have so much we won't be able to even have the time to understand all of it, [00:38:55] Leo: I haven't thought much about the generating so much code that you can't understand. I mean, I think if, if we're generating code, I, I'm really hoping someone's testing and making sure it works right and stuff. And so I guess it depends on what kind of, uh, what level of the interface are we, we looking at. Um, but I have thought about a fair bit about the, the, what you described early on in your question, which was. Diving into a big code base, figuring out what needs to be changed and changing it, that is a really common task, especially for like new software engineers, uh, in their, their first jobs. Right. And it is also one that's really well documented in the, the education literature, uh, education literature, uh, that we aren't teaching them to do. Like we almost always are giving them, uh, right, these functions are really well defined or, uh, write the code all from yourself, but we rarely ever give them large code bases to learn from. Now I don't think diving into a large code base and trying to understand how it works is the right thing for like an intro class. And then we're mainly talking about, uh, students first learning your program here. Uh, but I am encouraged that we are teaching code reading as kind of a first level skill when I think current programming courses teach code reading right? In parallel with writing. So a lot of the writing's happening very early before they even know how to read well. Um, and so I think there's some optimism here that if we teach code reading first and make it a core skill, they'll be better set up in the later classes to maybe take on those large projects where they tackle the exact problem you're describing, which is also the exact thing they're gonna have to do when they get to, to their jobs. The amount of code we throw away may increase exponentionally [00:40:37] Jeremy: Yeah, it, it also kind of, I wonder sometimes when you're writing code, you'll write it in a certain way because it's tedious to write a lot of code, right? Like you'll, you'll make something generic in such a way where you can reuse it, and maybe reduce the amount of lines of code. But then when you have something, generate that code, maybe it'll be a solution that. Is a lot more code than you would've written personally, and it works. But, by nature, the fact that it was easy to generate, you chose that solution versus one that, that maybe was more generic and um, had less code. I, I'm not sure if that makes sense, but I'm kind of curious if the use of these models will sort of change maybe how we write code [00:41:30] Dan: I'm kind of wondering if the amount of code we throw away is going to increase exponentially. Because, because, um, you spend time working on something, you're probably gonna keep it. But I, I wonder because, uh, Jeremy, like what you said, it's, it's so easy to generate code now. so I, I've had this thought where, what, not sure how, how, um, how much I believe myself here, but, uh, should we be storing the, the prompt, like not the dot py file, right? Like just store the prompt and then if you do have to regenerate the code later, maybe you gotta make some tweaks or something. You just change the prompt and then, and then rerun it. So, because, because, because code is, um, It's not there yet, but it's, it's becoming free, right? It's becoming, you can generate as much of it as you want. And so I, I wonder how much, how much of it is, so there's, there's a lot of code already that you write once, and you run it once and then, and then you get rid of it or lose it or whatever. And I wonder if that, that practice will increase. So it's like, okay, you know, I wanna do this data analysis. Okay. So you write a prompt, you get some code, you generate some graph, and then you just don't even think about it. You just get rid of it, and then maybe later you want another similar analysis and you just do it again. Right. So I kind of wonder, because there's maybe less ownership now of code, right? You didn't like sweat as much to write the code. So maybe, maybe more of it gets thrown away. [00:43:03] Leo: I, I completely see what you're saying, Dan. So you have the prompt and you had it perform some form of data analysis and you wanna tweak it to do a slightly different data analysis. Uh, I wouldn't go into the, I mean, right now if I wrote the code from scratch, I would go into the code and find that one spot that I need to change and I would tweak it. But if I'm just generating the code, I would just tweak the prompt and then get a new piece of code that does exactly what I want there without having to, to [00:43:26] Dan: yeah. You know, how, how, it can take a, a long time to re-familiarize yourself with a program that you wrote six months ago. You know, it's like, oh, I, I called this variable temp one. Like, what's this for again? Right. you know, maybe, yeah, [00:43:41] Leo: Wait, I think we've all been there. Keeping the prompt instead of the code [00:43:43] Dan: Uh, but yeah, I don't know. It's just, just a thought I've been having. It's like, it, so, so when, when, now when, when I hear people talking about code maintenance, for example, like using, you know, good variable names and consistent style and stuff, in my head I'm thinking, well, you know, is, is the code the artifact now? Is it still the artifact? And right now, you know, of course it is. But, um, but, you know, fast forward a little while, maybe, maybe some of what I just said, uh, sort of becomes true eventually. [00:44:11] Leo: That's getting to perhaps kind a larger issue about what is the interface that we're, we work with as programmers. I've been thinking about this a lot, uh, just because I, I teach my, my background's. I have a PhD in computer architecture, and so I teach the classes that do machine code and assembly code, and they're, they're, they're core classes for computer scientists because you need to know how computers work. And, um, I think that's a core component, understanding that, But we don't start by teaching the students machine code. Like no one wants to learn how to program a machine. Um, at least I can't imagine anyone wanting to learn that. Um, and we've kind of cognitively picked Python or Java right now, the most common two programming language to learn from. Because they're easy to learn, they're easy to, to read. The code tends to be more understandable when you read it. It tends to be a little bit more forgiving when you write it. Um, and so we picked these because we think they're nice interfaces. They're, they're convenient for programmers and they're convenient for, for new learners. And it just seems to make sense that the LLM may be that next step of interface that we start choosing. The, the catch is because it can be wrong. It's not like a compiler. A compiler is deterministic. It's gonna be, uh, shy of that. Maybe one time in your career you find a compiler bug, like the compiler's always right. This time the LLM isn't always right and so I, I'm not sure how this is all gonna play out. Um, you can imagine the LLM as the new interface and all we ever store is, is code prompts and we don't ever even see the code, perhaps as one scenario. And the other is we, we do in fact still interact with the LLMs and still interact after the code. Um, but I think it's too early to kind of know where this is all gonna fall. But, um, we could see some big shifts, I think, in the field over the next few years. [00:45:52] Jeremy: Yeah, I think that's pretty interesting to think about what, what Dan had mentioned where yeah, you could check in your prompt and maybe a set of test cases for the app that's supposed to come out and yeah, maybe that's your alternative to the actual source code. Um, especially for things that, like you were saying, are, are used not that frequently or maybe you only use it once and so the, um, the quality of the actual code is. Maybe less so important in terms of readability and things like that. And as long as you can reliably reproduce that thing, yeah, maybe, maybe that does make sense. [00:46:39] Leo: The reliable reproduction could be the tricky part. And you there may be even saying that you, you start doing where you tag don't, don't try to reproduce this. Like, we actually spend a whole bunch of time on this. It's super optimized. Like, don't think the LLMs gonna give you this answer again. So, uh, keep the code along with the prompt. Keep the code too. Don't, don't scratch that because the LLMs not gonna do better. Um, and then in some cases you're like, yeah, the LLM's gonna do a pretty good job on this and [00:47:07] Dan: Yeah. Leo, maybe we have to Maybe we have to distinguish between code that you can just get out of an LLM no problem. And code that people have spent time working on. I like that. Yeah. Yeah, [00:47:21] Leo: some you're like, hashtag don't change. [00:47:23] Dan: Humans were here. [00:47:25] Leo: exactly. The concerns about relying on commercial tools [00:47:27] Jeremy: Yeah. this is the 30th iteration of this code we generated and we verified that this one's good. So just, just, it's a interesting, interesting future. We, we might be heading into, so, so one thing you, you mentioned a little bit earlier is that the tools that you're gonna recommend to your students, it sounds like it's primarily going to be GitHub copilot and GitHub copilot X for the, the chat interface. And one thing about these tools is these are tools by commercial companies, right? These are tools by OpenAI and Microsoft. They're tools that you have to pay a subscription fee to use. You have to send your code to a commercial server. And I wonder if that aspect concerns you at all. The, the fact that the foundations that our students are learning on is kind of reliant on these companies and these cloud services. [00:48:31] Leo: I think it's an amazing question. Uh, I think to some degree these are the tools that professional software engineers are using, and so we need, there's, there's a bit of an obligation as instructors to teach them the tools that they're gonna be using as professionals going forward. I think right now they're free. Uh, to use for, for education's sake. and so as long as that stays the case, I'm a little, more comfortable with it. If it started to move to a pay model for education, I think there could be some really big problems with equity. and I think it's not just true for, for computer science, but I'll start with computer science. I mean, if it's computer science and we start making it where you would have to pay to get access to these models or use these models, then whether we tell the students they can use it or not, they still can use them. And so there's gonna be some students that, the wealthier students who may have access to these, who are being able to learn better from these, being able to solve better homeworks with these, that's super scary. And you could imagine the same thing for even just K through 12 education, right? If you're thinking about them writing essays for homeworks or anything else, if it's a pay model, then the students who have, uh, the money will pay for it and get access to these tools. And the students who don't, won't. You could imagine the, all these kind of socioeconomic, uh, divides that already exist, only being exacerbated by these tools if they switch to this pay model. Um, so that has me very worried. Um, and there's some real ethical issues we have to think about when we're, we're using them. Yeah. Um, the other ethical issue I kinda wanna mention is just the, the copyright and the notion of ownership. Um, and I think it's important for us as instructors to engage students in the conversation about what it means to create content and intellectual property and how these models are built and what they're building off of. Um, and just engage in that ethical conversation with the students. I don't think we as a society have figured this out. I don't, I think there's gonna be some time both legally and ethically before we have the right answers. but at the very least, you need to talk to the students about, uh, these challenges so they know what's going on and they can engage in the debate. [00:50:45] Dan: Yeah, just to underscore that, Leo, this is the reason we're doing research on the first version of the course that Leo's teaching. We need research on the impact of LLMs, on students. especially, we need to know if students benefit from this, in what ways they benefit. How are these benefits distributed across demographic groups? We have a long and sad history in, computer science of inequities, in who takes our courses, who succeeds in our courses. we're very aware of this and it's, uh, unacceptable to make that situation, uh, worse than it already is. So, um, we're, we're gonna be carefully doing our research on this, uh, first offering of the course. A downside is students might bypass fundamentals [00:51:30] Jeremy: So we've mostly been talking about the benefits of using these tools in classes and in education. we just mentioned the possible inequities if you don't have access to those things, I, I wonder if from either of you, if there are negatives you see to this technology, whether that's the impact on what people learn or in anything else. Like are there downsides you see to the use of this technology? [00:52:04] Dan: Yeah. So in addition to, uh, the important, uh, inequity concerns that, uh, we just talked about, I have a concern about students using the tools in ways that. Don't help them learn the skills we think they need. So it's a, it's a, it's a power tool and you can, uh, you can get pretty far, I think with, without, um, being systematic in, in how you work with it and without testing, without debugging, um, it's, you know, it's, it's kind of magic right now. And so I can imagine, a lot of students just taking off at, you know, a hundred miles an hour. and so I'm one, one of, one of, uh, the things we have to worry about in these initial courses is, convincing students that there really are principles to using this technology. You can't just type something and get an answer and then go party. and, and, and so that, that is one of my concerns. That's one of the negatives. It's super powerful. And, like, like, so before you, you can't just type some Python and make it work and, but now you can sort of type in whatever you want and kind of get something back. and so part of our job as educators is to help students use these tools, in in a way that. Will ensure their long-term success with, with these tools, right? So, I, I'm not saying that they can't just do whatever they want and, and make some of their first assignments work. I, I think they could, I think they could be like un principled with the prompts and just throw it in there and get code and, you know, submit that, submit that code. But, uh, we're, we're going, you know, we're going for longer term, uh, effectiveness here, right? We have students who may not take another CS course. We need to keep them in mind. We have students who are gonna wanna eventually be software engineers, uh, security experts, PhDs in computer science, right? So we have a number of audiences that we're talking about, and we think they all need to know the fundamental skills of programming still. Even though, you know, they have this, this power tool at their expense now. [00:54:07] Leo: Speaking of the fundamental skills for programming, I, because of my, my hardware background, I'm this huge fan of teaching mental models in classes. Like what is the mental model of computation? Like, how, how do you imagine the computer is executing as you write the code? And, uh, ideally a professional computer scientist should be able to take, okay, well this is kind of the, my interpretation, this is my mental model for when I'm working at Python. If I really, really wanna drill this down, I can turn that into assembly. And if I really had to and turn to machine and even think about how this is working within the cash subsystems and virtual memory and all these things, I want 'em to be able to play those things out. We are changing the first class, and I think the first class is gonna be doing some things much better than before, like teaching problem decomposition and things like that. I'll, I'll mention that in a second, but, we are doing some things better. but we may not be teaching at how is the computer working as well. And so you can't just change one course and think the rest of the curriculum's gonna work. And so I think the entire curriculum's gonna need to adjust some, um, in, in a way of just adapting to these LLMs. Rethinking how to assess students [00:55:10] Leo: Um, the second piece for things getting potentially more challenging, uh, is instructors, we're in a good place right now as instructors, uh, in terms of how we assign and grade homework. Um, so grading, uh, this probably isn't gonna be a shock, is not one of our favorite things to do as faculty. I mean, it's actually really important. Uh, it's, it's central to us understanding how our students have learned, but it's generally not the most favorite thing that we do. And what a lot of instructors have done, myself included, is for much the introductory sequence. We have created assignments that can be entirely auto grade. So we define functions incredibly well. Like, write a really good description, this is exactly what it needs to do, and the students write that one piece of code and, uh, whether we like it or not. That is exactly when copilot does very well, and the LLMs do really well. And so the LLMs are gonna solve those very easily already. So we have to fix our assignments just like it, it's a given. Um, but it means that we're probably gonna have to rethink how we do assessment. Um, and so we're probably gonna be writing assignments that are much more open-ended and we're probably gonna have to be grading those, uh, putting more care and time integrating those potentially by hand. Uh, but I think these are all good things for the community and for the field. Um, but you can imagine how it's gonna be a bit of a, a shift for faculty and, and may take some time, uh, to be adopted as a result. [00:56:41] Jeremy: And, and so if you're shifting to homework that is more broad in scope, has more code, needs more human eyes on it, how how does that scale within the educators side? Right. You were, you were talking about how you've got, um, things that could be auto graded before and then now you're letting somebody generate this whole project. How does that work from your end? [00:57:09] Leo: I, I think there's a few things that are at play. Um, we, at, at large institutions like Dan and I are at, we have kind of armies of, uh, instructor assistants, instructional assistants that help us, uh, and so we can engage 'em in, in various tasks. And so, uh, one of the roles they heavily have now is helping students in the labs solve these auto grade assignments. and so you can imagine they will still be in the labs helping the students with these creative assignments, but now they're gonna have to have potentially a larger role in assessing the success of those. Um, there's been some really creative work, uh, in, in assessment and so I'll, I'll, I'll mention a couple of the ones, but there's, I, I'm sure I'm gonna be omitting some. But, uh, one is, Students could complete their project, and then they have to record a short video of them explaining the code that was in their project and how it worked, and you actually assess them on that video and their explanation of the code and how it works. Right? Because those can be perhaps shorter than trying to go through a really big project and, and see how it works. Um, there's a tool out of a UIUC, um, called Prairie Learn that helps with, um, uh, these are still auto graded, but uh, it helps with the, the test setting where you can write questions and have them, uh, graded kinda in a, in a exam or homework setting. the, the neat feature of that is that it can be randomized and so you don't have to worry as much about students kind of leaking information to each other about, test content from quarter to quarter. And so, because the randomization, they have to learn, actually learn the skills, and so you can, um, kinda engage with 'em in these test centers. And so right now a big grading burden on, on faculty is exams. And so you can actually give more exams, give more frequent feedback to the students and with, without the same grading burden. and so that, that's the other kinda exciting assessment piece. [00:59:01] Dan: Current assessment is not effective [00:59:01] Jeremy: In the different types of assessments, like the example of the video you gave, I'm just thinking to myself, well, the person could ask copilot or ChatGPT to give 'em a script, right? And they can rehearse that when they, um, send you a video. [00:59:18] Leo: I think, but I think that's, um, I think this is a philosophical shift in assessment that's kind of been gaining momentum over the years and that's that the assignments are all formative and they should all be. Pretty low stakes and the students should be doing them for the process of learning. and then, and, and it's unfair in some ways. There's a, there's a lot of things right now where you kind of grade them on, were you present at this time? Did you, did you meet this deadline at this time? Which if you're thinking about the, a diverse population of students, like you can imagine like a, a working mother who's also trying to do this, grading them on where you here at this time doesn't feel very equitable to me. And so there's this whole movement for grading for equity that shifts much of the assessment onto the exams. And so, yeah, the students could, uh, find multiple ways to cheat on the homeworks, but that's not the point of the homework and the homework's just to learn. It's a small scale, the grade, so. But you still then have those kinda controlled environments where they're taking these tests and that's where the grade actually comes from. Um, it's gonna take some time to make that shift, at, at, at least at a number of schools, my own included assess that those ho take home assignments are a huge portion of the grade. And students will love that because they can get all this help. And they can, especially with the auto graders, that they don't even write their own test cases. They just use the auto graders, the test cases. Right. Um, which is really depressing. Um, and they go to the, the, the instructional staff. The instructional staff tends to, to give away the answers. That's actually a paper that we, uh, published a few years ago. Um, and so the students love this high stakes, but tons of help version of assessment, but that may not actually measure their, their level of knowledge. And so it's gonna take a little bit of adjustment, for students and for faculty to do the shift, uh, to where the, as assess the, the exams are the Give students something interesting to build and don't worry about cheating [01:01:09] Dan: Yeah. Also, I'm, I'm not convinced that cheating is gonna be a problem here. it's very possible, for example, that students cheat on our previous assignments because the assignments were not authentic. Um, you know, in industry you're never going to, no one's gonna come up to you and say, Hey, like, from scratch, you know, write this exact function, takes two lists and determines, you know, how many values are equal between them. It's like, it's like, that's not gonna happen, right? You're gonna be doing something that has some sort of business purpose. And I kind of wonder, um, and this, this will, you know, this will play out, um, one way or another in the next, in the next, uh, few months. But I kind of wonder if we give students authentic tasks. Now you're cheating yourself right out of doing some, some something of value, right? Like before you were. You were probably cheating yourself out of a learning opportunity, but how, how can, you know, how can students know that? Right. The assignments boring, right? It's like, write all these functions and then something, something happens because of the magic, you know, starter glue code we wrote. So I

Asexuality is a broad umbrella term that refers to individuals who do not experience sexual attraction to others, or who only do so under rare or limited circumstances. Growing research in this area is helping to shed important light on the nature of asexuality because there are a lot of misconceptions about it, such as the idea that asexuality is a sexual dysfunction. But that's not the case—and that's what we're going to be talking about today. We're going to be exploring a new study that looks at sexual arousal and response in asexual men. The results are fascinating and help to give us a better understanding of what asexuality is and is not. I am joined once again by Dr. Malvina Skorska, a Postdoctoral Fellow at the University of Toronto Mississauga and at Brock University. She is also in training to become a psychotherapist in order to bridge both research and clinical work. Her research focuses on sexual orientation and gender dysphoria and has been published in leading scientific journals. Some of the specific topics we discuss include: How is asexuality defined scientifically? Why is it important to study asexual person's sexual response and function? What can studying asexual persons' sexual response and function tell us about the nature of asexuality? When showing people erotic films, how are asexual men's sexual responses similar to or different from those of gay and heterosexual men? How are the fantasies of asexual men different from men of other sexual orientations? What do we know about sexual arousal and response in asexual women? Be sure to check out Malvina's website to learn more. Thank you to our sponsors! The Modern Sex Therapy Institutes is one of the leading sex therapy certification programs in the world, meets all AASECT certification requirements, has 12 other specialty certifications, and a Ph.D. program in Clinical Sexology. Visit modernsextherapyinstitutes.com to learn more. Check out FirmTech, awarded "most innovative sex toy of the year" by XBIZ! FirmTech's Performance Ring is designed to boost your sexual stamina and give you harder, longer-lasting erections, while also enhancing pleasure. Their Tech Ring has the added benefit of tracking your erectile health. Visit myfirmtech.com and be sure to use my exclusive discount code Justin20 to save 20% off your purchase.  *** Want to learn more about Sex and Psychology? Click here for previous articles or follow the blog on Facebook, Twitter, or Reddit to receive updates. You can also follow Dr. Lehmiller on YouTube and Instagram. Listen and stream all episodes on Apple, Spotify, Google, or Amazon. Subscribe to automatically receive new episodes and please rate and review the podcast! Credits: Precision Podcasting (Podcast editing) and Shutterstock/Florian (Music). Image created with Canva; photos used with permission of guest.

Where does a person's sexual orientation come from? Hundreds, perhaps thousands, of studies have attempted to answer this question. This research suggests that there isn't a simple explanation and that two people might develop the same sexual orientation for very different reasons. In today's show, we're going to talk about the current state of the science, including what we know about the roles of immunological, hormonal, and genetic factors. We're also going to discuss why we know less about the development of sexual orientation in women than in men, as well as some of the complexities inherent in studying the origins of human sexuality. My guest is Dr. Malvina Skorska, a Postdoctoral Fellow at the University of Toronto Mississauga and at Brock University. She is also in training to become a psychotherapist in order to bridge both research and clinical work. Her research focuses on sexual orientation and gender dysphoria and has been published in leading scientific journals. Some of the specific topics we discuss include: Why is it important to study how sexual orientation develops? How is sexual orientation defined in scientific research, given that sexual attraction, behavior, and identity do not overlap perfectly? Why are men with more older brothers more likely to be gay? How is testosterone exposure in the womb related to sexual orientation? Is there such a thing as a "gay gene?" Be sure to check out Malvina's website to learn more about her work. Thank you to our sponsors! This episode is brought to you by BetterHelp. Give online therapy a try at betterhelp.com/SEXANDPSYCH and get on your way to being your best self. The Modern Sex Therapy Institutes is one of the leading sex therapy certification programs in the world, meets all AASECT certification requirements, has 12 other specialty certifications, and a Ph.D. program in Clinical Sexology. Visit modernsextherapyinstitutes.com to learn more. Check out FirmTech, awarded "most innovative sex toy of the year" by XBIZ! FirmTech's Performance Ring is designed to boost your sexual stamina and give you harder, longer-lasting erections, while also enhancing pleasure. Their Tech Ring has the added benefit of tracking your erectile health. Visit myfirmtech.com and be sure to use my exclusive discount code Justin20 to save 20% off your purchase.  *** Want to learn more about Sex and Psychology? Click here for previous articles or follow the blog on Facebook, Twitter, or Reddit to receive updates. You can also follow Dr. Lehmiller on YouTube and Instagram. Listen and stream all episodes on Apple, Spotify, Google, or Amazon. Subscribe to automatically receive new episodes and please rate and review the podcast! Credits: Precision Podcasting (Podcast editing) and Shutterstock/Florian (Music). Image created with Canva; photos used with permission of guest.

Host Alex Pierson speaks with Shauna Brail, Economic Geographer, urban planner and Associate Professor at the Institute for Management & Innovation, University of Toronto-Mississauga, about the impact of four-years of streetcar diversions for Ontario Line construction. Learn more about your ad choices. Visit megaphone.fm/adchoices

The longer we stay locked up in our homes, the quicker our cities turn into ghost towns with empty transit systems and crumbling infrastructure. Host, Alex Pierson speaks with Shauna Brail, Economic Geographer, urban planner and Associate Professor at the Institute for Management and Innovation at the University of Toronto-Mississauga, about hybrid work arrangements, risk of turning our office spaces into ghost towns , leaving behind a trail of vacant cubicles and unfulfilled lease agreements. Learn more about your ad choices. Visit megaphone.fm/adchoices

Gettin' Air with Dr. Fiona Rawle. Dr. Rawle professes biology at the University of Toronto - Mississauga. Her research focuses on science education and public understanding of science. In this episode we chat about how she has focused on humanizing learning, including researching the benefits of failure in our learny journeys. Something I do all the time!

In this podcast episode, Greg Marchildon interviews Mairi Cowan, the author of The Possession of Barbe Hallay: Diabolical Arts and Daily Life in Early Canada, a microhistory of bewitchment and demonic possession in New France. This account of the possession of Barbe Hallay serves as an example of the social and religious history in and around 17th-century Quebec. With these stories, Cowan illustrates the daily fears and anxieties of people of New France and details how this case of possession compares to others of the period. She provides a social and religious history that delves into beliefs about witchcraft, demonology, religion, Catholicism, power of the church, accepted social behaviours, and the overall precarious position of the colony during this era. Mairi Cowan is Associate Professor, Teaching Stream, at the Department of Historical Studies at the University of Toronto Mississauga with a cross appointment to the Institute for the Study of University Pedagogy. She is a historian of the late medieval and early modern world, with specializations in the social and religious histories of Scotland and New France. She is also an officer of the Champlain Society. This podcast was produced by Jessica Schmidt. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In this podcast episode, Greg Marchildon interviews Mairi Cowan, the author of The Possession of Barbe Hallay: Diabolical Arts and Daily Life in Early Canada, a microhistory of bewitchment and demonic possession in New France. This account of the possession of Barbe Hallay serves as an example of the social and religious history in and around 17th-century Quebec. With these stories, Cowan illustrates the daily fears and anxieties of people of New France and details how this case of possession compares to others of the period. She provides a social and religious history that delves into beliefs about witchcraft, demonology, religion, Catholicism, power of the church, accepted social behaviours, and the overall precarious position of the colony during this era. Mairi Cowan is Associate Professor, Teaching Stream, at the Department of Historical Studies at the University of Toronto Mississauga with a cross appointment to the Institute for the Study of University Pedagogy. She is a historian of the late medieval and early modern world, with specializations in the social and religious histories of Scotland and New France. She is also an officer of the Champlain Society. This podcast was produced by Jessica Schmidt. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

In this podcast episode, Greg Marchildon interviews Mairi Cowan, the author of The Possession of Barbe Hallay: Diabolical Arts and Daily Life in Early Canada, a microhistory of bewitchment and demonic possession in New France. This account of the possession of Barbe Hallay serves as an example of the social and religious history in and around 17th-century Quebec. With these stories, Cowan illustrates the daily fears and anxieties of people of New France and details how this case of possession compares to others of the period. She provides a social and religious history that delves into beliefs about witchcraft, demonology, religion, Catholicism, power of the church, accepted social behaviours, and the overall precarious position of the colony during this era. Mairi Cowan is Associate Professor, Teaching Stream, at the Department of Historical Studies at the University of Toronto Mississauga with a cross appointment to the Institute for the Study of University Pedagogy. She is a historian of the late medieval and early modern world, with specializations in the social and religious histories of Scotland and New France. She is also an officer of the Champlain Society. This podcast was produced by Jessica Schmidt. Learn more about your ad choices. Visit megaphone.fm/adchoices

Zach Smadu recently joined host Elias in the cave! You can see Zach as Daniel Svensson on CW's 'Family Law'. The show premiered to rave reviews in 2021 and was quickly picked up for a second and subsequently third season. Season one aired on five continents and became a fan favourite in Brazil, Italy, Australia and South Africa. Season two will air early 2023. The series has also been acquired by The CW and recently started to air Season 1. ABOUT THE SERIES: Family Law follows lawyerand recovering alcoholic Abigail 'Abby' Bianchi (JewelStaite) struggling to put her career and family back together after hitting rock bottom. As a condition of her probation, Abby is forced to work at her estranged father's (Victor Garber) firm, Svensson and Associates, and practice in family law for the first time while forging new relationships with the half-brother (Zach Smadu) and half-sister (Genelle Williams) whom she's never met. The result is a dysfunctional family law firm operating to help other families with their own dysfunctions. Zach Smadu is a Regina-born, Toronto-based actor who got his start on stage at an early age through musical theatre, dance and acting, performing throughout his school years. Upon completing high school, Zach moved to Toronto to dedicate himself to acting and pursue his post-secondary education in the Theatre/Drama program at University of Toronto Mississauga and Sheridan College. An agent and roles soon followed, and Zach has been hard at work ever since. You can watch this interview on YouTube  https://youtu.be/ar2PK0yVifo Have a question? Email us  themccpodcast@gmail.com Follow us on Social Media for the latest show updates  www.twitter.com/themccpodcast www.instagram.com/themccpodcast www.facebook.com/themancavechroniclespodcast www.themccpodcast.com  www.youtube.com/c/TheManCaveChronicleswElias      

Canadian singer-songwriter Jully Black looks back on her journey in music and how her mom shaped the artist she is today. Actor Clarke Peters talks about Spike Lee's Vietnam War film Da 5 Bloods and how little has changed for Black Americans today. Singer-songwriter Bettye LaVette reflects on her career and her latest album Blackbirds — a compilation of songs made famous by Black women. Video game researcher Stephanie Fisher tells us how the University of Toronto Mississauga's Syd Bolton Collection — one of the largest collections of video games in North America — could inspire more diversity and equity in the video game industry.