Reconocimiento de patrones |
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CURSO 2007-2008
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Última actualización: Jueves, 19-Feb-2009 |
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Nota: esta bitácora rinde un homenaje a la obra Ejercicio de estilo, de Raymond Queneau. En consecuencia, muchas de los textos tienen ideas que determinan su forma.
N.B.: this blog pays a tribute to Exercices in Style by Raymond Queneau. Consequently, many of the texts contain ideas that determine their form.
A la vuelta de clase: parecen entusiasmados y llenos de energía. El tiempo lo dirá, pero esa sensación ya me da esperanza. Si todo va bien, llegaremos lejos, ellos y yo. Les he propuesto dar la asignatura en inglés bajo la estricta condición de que fuera por unanimidad. No la habido. También me ha sorprendido. Es evidente que un nivel bajo de inglés te cierra puertas, te condena a tu propio país donde, por otra parte, la informática no proporciona trabajos ni bien pagados ni de calidad. Véanse los informes oficiales, que muestran que España tiene un 30% de trabajo de baja calidad con especial incidencia en los empleos de informáticos. ¡Ah, España, el gran país configurador de paquetes hechos por terceros!
Pero es su decisión.
Sept.-30th-08. Welcome to the String Pattern Recognition blog. In half an hour I'll be teaching my first class. I wonder how many students will show up. I check the statistics on the web: seven. Only seven? Seven scatterbrains? Seven plucky fellows? At this School of Computer Science collapsing over its own pillars and in the throes of death before the happiest thoughtlessness of its (so-called) leaders, there are seven students in these course. Why are those students in my class? Do they know what will come on them?
Just come back from my class: they looked excited and full of energy. Time will tell, but at least that sensation is already giving me some hope. If everything works out, we'll get very far, both they and I. I proposed to teach this course in English on the strict condition that the whole class unanimously agree. There was not such an unanimity. That also surprised me quite a lot. It is evident a low level of English shuts you in your own country, where, on the other hand, jobs in IT are neither well paid nor of high-quality. See the official reports showing that Spain has about a 30% of poor-quality jobs, having rising incidence among the IT ones. Ah, Spain, that great country devoted to setting up third parties products!
However, it is their decision.
Con imperturbabilidad, mandé laboriosidad para el próximo día: "Idead algoritmo para la medianidad, verificad complejidad, intentad bajar complejidad a la linealidad, plantead ecuaciones con objetividad y oportunidad. En fin, disfrutad".
Oct.-7th-08. First day of class. Homage to Raymond Queneau: Homoeoptoton. With sincerity and no pomposity, I started complexity of algorithms. I explaned models of computation, such as real(ity) RAM with intensity, loquacity and the greatest inteligibility. I kindly stared at my students; some looked at me widening their eyes in anxiety and calamity; others gazed at me while keeping a stiff upper lip; most just kept a studied virtuosity. It seems there is sagacity, mental velocity and lucidity (there also was punctuality). In posteriority, I analyzed insertion sort algorithm. By necessity, I covered complexity analysis: worst-case and best-case, and because of its difficulty, I left aside probability. I tried to rule the class with ECTS(ity). I prompted them: "Participate, sharpen your sensibility, get to the point with brevity, taste originality, study high quality and above all neither passivity, nor rickety will, nor frivolity, and still less mediocrity!"
With imperturbability,
I told them to have operosity for next class: "Think up an algorithm
for finding the median(ity), verify complexity, try to lower complexity
to linearity, set equations with objectivity and opportunity. Finally,
enjoy."
14-octubre-08. Se despiertan - Sorpresas. Pero ¿qué ven mis ojos? Pero ¿qué oyen mis oídos? Hago preguntas en clase, ¡y los alumnos responden! Como para no creérselo. Cuento el teorema maestro de la complejidad, y sí, copian, pero antes intentan entender... Cosa aún más extraña: ¡les parece útil los resultados que doy! Parece mentira, pero estos chicos me están alegrando el día. Y no parecerá poco si añado que vimos, aguzad los oídos, ¡el algoritmo lineal de la mediana de Floyd!, incluyendo el análisis de complejidad. Asombroso, ¿no? Después hacemos problemas de la hoja. ¿Y cómo hemos de resolverlos? Claro, a través de debates entre los alumnos. Poco a poco, y creedme si os digo que no sin esfuerzo, salen las soluciones correctas. ¡Me pasmo! No son pasmarotes. Les gusta participar, no les importuna pensar.
¿Y cuál creéis que fue mi comentario final?: "Aquí termina este repaso de algoritmos y complejidad". Para mí sorpresa, se dibujó una sonrisa irónica en sus cara. "No es un repaso, desconocíamos casi todo"-murmura un alumno-. Pero ¿qué diablos ven en las asignaturas troncales de algoritmos y estructuras de datos? -me pregunto, me asombro, me desconcierto, en fin, me sobrecojo-.
October-14th-08. They woke up - Surprises. But what are my eyes seeing? What are my ears hearing? By the gods! I posed questions to the class and they gave answers to them. Would you believe it? I taught the master theorem for complexity, and yes, indeed, they copied what I said, but before they tried to understand... Even more unusual: results seemed useful to my students! It is incredible, but those guys are making my day. It is not going too far if I add that, pin back your ears, we covered Floyd-Rivest's linear-time algorithm for the median! That was including its complexity analysis. Astonishing, isn't it? Afterwards, we solved the problems from assignment #1. I just wonder how we will solve them. As a matter of course, it'll be through debates among students. Little by little, and believe me when I say it wasn't without effort, correct solutions came out. I am amazed. Surprinsingly enough, they are not shiftless students. They like participating and don't mind getting their brains in gear.
What would you think it was my final comment? "Here I finish this review of algorithm and complexity." To my surprise, they ironically grinned from ear to ear. "It isn't a review, almost all of the material were unknown to us"-a student whispers-. But what on earth do students learn when taking those big courses on algorithms and complexity?-I wonder, get amazed, get dumbfound, finally, let off steam.
21-octubre-08. Introducción al problema de patrones - Vulgar. M'a cagüen en leche, hora d'ir pa' clase patrunes. Joy toca dar l'intro a patrunes... ya sabéis... definichones, algos, anólisis y toa la pesca. El último día les plantifiqué mazo poblemas pa' ellos, pa' pensarlos, cojona, claro que sí, cagüen en to', que si no los arrean, no 'spabilan. A ver: "Granuja Malo, al puñetero pizarril, a lucir conocimentos, copón..." Sííí, ahí, dale, pilla el epsilón, a tope. Bien. Siguiente: Crisma Ritintan, al pizarril también, dale caña... que se te va la pinza con la condición del c, que noooooo.... a ver si nos aclaramos, esa condición es del caso treeeeeesssss.
Buenooo, pasemos a los patronacos esos, que me están ya
tocando las narices y aledaños varios. Definiciones pa'
mpezar: patrón, texto, prepijos y supijos y ¡too
lo que haga falta, hostia! Qu'esto es nacesario. Venga, un lemita
pa' probar, moverse las nuronas como movéis las mandíbulas...
Y ahora el algoritmo de la fuerza vuestra (risotada atontoliná
del profe o lo que sea el panoli de la calva: ojio, ojio, ojio).
Le doy un par de vueltas al anólisis probabilístico...
¡Anda, la hostia!, si resulta que sale lineal para patrunes
y textos aleaturios... ¡Lo que hay oír! M'a cagüen
en mis muelas.
October-21st-08. Suckfarm! Time to go to ma (G-)String Patter Recognition class. Todaily it's turn to intro patters... yanno... Definotions, algos, anal-lysis and all that jazz. Last day I stuffed 'em with piles of poblems, ya-huh, for 'em to get hands-on, shablamo, of course, sucktacular, I have to whip studentia into shape. Lets see: "Mister Granuja Malo, to da goddamned blackboard, if you got it, flaunt it, bloody hell..." OK, here we go, yes, that kicks can, catch that epsilon, harsh. S'all good. Next: "Miss Crisma Ritintan, to da blackboard too, crack that tough nut, watch out, you're losing it with the condition on c..."
Yeah, s'all gooood, let's switch to those patters, they're breaking my balls and the like. Definotions to start off: patter, text, prefixes, suffixes and all that be needed. This is nacessary, guys. Come on, a Lemma to be proved, move your neutrons as you move your jaws... And now it comes the brute force algorithm, YOUR algorithm! (here moronic giggling of the teacher or whoever that bald dork is). "Ha, ha, I just gleeked over ma students." I fleshed out the probabilistic anal-lysis of an algo... Jeez, look at that! It turns out to be linear for ransom patters and texts... Holy cow, you have to hear that. Suckadelic.
28-Octubre-08, October-28th-08
Con ocho ansarones por banda, Allá muevan feroz guerra A la voz de ¡el Temido viene!, ¡Sentenciado estoy a muerte! Son mi música mejor |
The breeze
fair aft, all sails on high, "Sail
on, my swift one! nothing fear; "There
blindly professors fierce wars maintain, "Look
when a mediocre student our signals ring, "I am
condemned to die! -- I laugh; "My music
is the Northwind's roar; Adapted and re-elaborated from a translation by James Kennedy (see here)
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