Education

/ hsoi

(let’s try this reblog thing…)
We’ve homeschooled our kids their entire lives. When she talks about:

“I didn’t realize the pressure we were under until we were set free of the educational “mess” of which they were part: The prepackaged curriculum, the one-size-fits-all model, the bullying and the negative socialization. Homeschooling allowed us to discover and experience pure, superior learning and a customized learning environment.”

I know what she means. And she’s right when she says “we, as parents, must exert a powerful influence in determining the quality of life we want for our children.” It shouldn’t be left up to the whims of some budget crisis, or politics, or really, what some else wants to indoctrinate into our children’s heads. We don’t shelter our children — we know they have to enter the real world someday and we want to ensure they are best prepared for it, not just to survive, but to excel. It requires a lot of sacrifice of our time, our money, our quality of life in some ways… but in so many others, it leads to a far greater increase in quality that it’s well worth it.

I’ve wasted how much of my life?!?

/ hsoi / 2 Comments

I just learned the Ian Knot.

How much of my life have I wasted tying shoes the “standard” way?

If you don’t know what the Ian Knot is, watch:

Youngest is still struggling with shoelace tying. Understandable because he rarely wears shoes with laces, so far too often when he wears those shoes we don’t have the time to teach him properly. Couple that with the fact that knots are useful, and I’ve been on a kick to get the kiddos to learn a bunch of basic knots (Oldest fights it and refuses to learn… then every time I see him struggling to tie something up, I remind him how much easier things would be if he’d listen to his old man once in a while and learn proper knots). All the basic ones they teach in Boy Scouts: square knot, two half-hitches, taught-line hitch, bowline, sheet bend, clove hitch, etc..

Might as well start with shoelaces.

And yes, while the rest of the household knows how to tie laces the old fashioned way, we’re all going to learn the Ian knot. Well, we’ve mostly got it… doesn’t take long. But mastering it so we can tie it super fast will just take practice.

So what are some other useful knots?

Figure 8 knot is simple, and good to know about as a stopper.

Lark’s Head is another simple one, useful too.

I read about the Trucker’s Knot and think that would be useful to learn. I don’t know it myself.

Of course there’s the basic overhand knot, but you tend to learn that one as you do other knots.

It’s good to learn about the granny knot… just so you can recognize it, since you’ll probably tie it a bunch while learning the square knot.

What are some other essential knots to know?

Inaugural DPS3

/ hsoi

Today KR Training held the first Defensive Pistol Skills 3 class. It’s a new class aimed at pushing you further, putting you in new and interesting positions, and rounding out skills and situations that are possible in defensive shooting situations.

Overall the class ran smooth. Good group of students. Karl deviated from the set curriculum slightly, but they were good changes that I think will lead towards refinement of the curriculum.

Here’s a few take-homes for the students:

* Keep moving.

When you draw, move. When you reload, move. When you’re dealing with a malfunction, move. Generally speaking, if you’re not shooting, you should be moving. Consider this is a defensive setup, so that means there’s someone(s) attacking you. If there’s incoming gunfire well… it’s more important to not get shot than it is to shoot. One way to help yourself towards not getting shot is to move off the line of incoming fire. Standing still is a good way for the attacker to get a bead on you, and you don’t want that to happen.

* Dry work

Lots of trigger yanking today. Dry work will help. Furthermore, many of the skills taught just cannot be performed at the public ranges in the area. What can you do? Practice them dry. No it’s not 100% the same, but it’s sure better than nothing.

* Consider a backup gun

There were a lot of malfunctions today: failures to feed, double-feeds, things just didn’t go right for a number of guns. Sure, some of them were PEBKAC or simple equipment issues. But regardless of the reason, often fixing the malfunction was way too time consuming. If in a gunfight seconds count, does taking 5-10 seconds to fiddle-fart with a non-functioning gun make sense? What works faster? Drop the gun on the ground and draw your backup.

We have no problem with you doing this in class. Carry a backup. If in the middle of a drill something goes wrong and you draw your backup and keep yourself in the fight, awesome! Going for your backup is a lot faster than struggling to get your gun running again. It’s a fight for your life, so keep fighting.

HB 253 – oppose

/ hsoi

I hadn’t heard about Texas HB 253 until yesterday. An email forwarded to me from another homeschooling family contained a message from the Texas Home School Coalition about HB253.

Here’s a blog posting from Tim Lambert, head of THSC, about HB253.

I’m not a member of THSC but I am a member of HSLDA. Why haven’t they commented on this? Given HB 253 is having a public hearing today, I phoned HSLDA. Due to the volume of calls they had been receiving, they re-reviewed it and consequently coming out opposed to HB 253. eAlert and website posting with details are forthcoming.

Anyways, homeschoolers… time to get to contacting folks and get this bill opposed. When you read the text of the bill, it sounds “reasonable” on the surface, but the potential impacts of it are scary for parental rights and autonomy.

Failure or success in education depends upon the parents

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Adam Carolla rants about why the public school system has failed. (h/t The Packing Rat) Some NSFW audio.

He’s right. Success or failure in school directly corresponds upon the level of involvement of the parent. My little sister spent 2 years as a grade school teacher in inner city Washington D.C.. It was most evident from the family culture there that it was the prime contributor to the student’s level of success or failure (mostly failure). I can speak from my own public school experience that parental involvement is the #1 factor in the success or failing of the student (which then corresponds to the success or failing of the school, the school system, etc.).

Trouble is, it’s not politically correct to talk about it (and Adam’s rant isn’t politically correct). Furthermore, the people who whine and care so much about public education, the Liberals and Democrats, have a huge voter base that pulls directly from those very groups that have the culture problem. Do you think they’re going to address the truly tough issues in a head-on and brutally honest fashion and risk alienating their voter base? Nope, because votes matter more than actually addressing and fixing real problems.

Furthermore, you can’t fix problems of culture by throwing more money at it. It’s harder to fix culture problems. Look at Chris Rock’s own rant about how you get more respect within the Black community coming home from prison than you do coming home from college.

So what sort of culture do you surround yourself with? What sort of culture do you surround and permit to surround your children? It’s not strictly a racial thing, but it does tend to fall along ethnic lines. Believe me, I know some Asians that are worthless and some Mexicans with more degrees on their wall than you. It’s the culture that you (and your children) are surrounded by. And don’t think it’s out of your control. Sure some parts may be, but that means you as the parent have to become even more involved. Yes it might mean you have to be strict, deny your child, say “no”, and be tough in how you raise them. It’s your job to be their parent, not their friend, not to “be cool” or any such notion.

Wonder why homeschooled kids do so well? Maybe it has something to do with that high level of parental involvement in their lives and education. Think about it.

NRA Personal Protection Outside the Home

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I am now (almost*) a certified instructor in NRA Personal Protection Outside the Home (PPOTH). In short, this is the NRA’s course for teaching private citizens how to draw a handgun from a concealed holster and use it as a last resort for self-defense.

I spent Valentine’s Day weekend working on this certification, because I love what I do and I do this for those that I love. It was long and intensive – 33 hours of training in 3 days. First we take the actual PPOTH course (14 hours), then we learn how to teach the course (19 hours). It was taught by Wendell Joost and Dave Burdett, hosted at KR Training.

The stated course goal:

To develop in students the knowledge, skills, and attitude essential for avoiding dangerous confrontations and for the safe, effective, responsible, and ethical use of a concealed pistol for self-defnse outside the home.

Students are expected to already know fundamentals of marksmanship and personal defense, as NRA Personal Protection Inside the Home is a prerequisite (there is also a pre-test that can be administered to waive this requirement). PPOTH provides important foundational material such as how to select proper equipment; proper mindset for concealed carry; dealing with the physical, mental, emotional, and legal aspects of concealed carry; and fundamental shooting skills for the context. The shooting skills build from the basics of drawing from a holster, to shooting multiple targets, use of cover, different shooting positions (e.g. kneeling, squatting, turning, basic movement). Even drawing from other carry methods like a holster purse. Yes… nothing like 12 guys struggling on the firing line not with how to shoot, but with how to carry and use a purse. 🙂  But it’s good because as instructors we can encounter students that don’t fit our personal mold, e.g. a right-handed semi-auto shooter. We could have a lefty shooting a revolver (note: 99% of revolvers are right-hand biased, and not very lefty friendly), we could have a woman who wishes to carry in her purse. We need to know how to work with these things.

Overall, the material in the PPOTH course is pretty good; we were pleasantly surprised. The material is nothing groundbreaking and isn’t on the cutting edge of carry techniques (e.g. it doesn’t mention the “cheek index” flashlight technique, which is de rigueur these days), but overall what’s presented and how it’s presented is quite solid. Yes, we came to learn and understand lots of “design by committee” and internal politics that went into producing this course, so I’d have to give it a B+ rating. There are a few little nits, printing errors, and stuff  you can easily overlook and forgive. There are some inconsistencies, e.g. some shooting exercises reuse the “ready” command to mean two different things, so it’s best for any prospective instructor to reconcile the instructor manual and the range drill manual AND also run through everything outside of a class and add your own notes to ensure typos and omissions don’t catch you.

One thing that really bugged me was how during instruction they say:

You should never search and assess with an empty gun. Always reload before scanning and assessing the area. (Instructor manual, page V-15)

But then all the range commands during the shooting drills have you scan then reload. The instructor manual does attempt to excuse it by saying “However, for training purposes, when you exhaust your ammunition on the last shot of an exercise, do not reload before scanning and assessing.” (V-15) But this is bad! Page II-3 of the Instructor manual says:

The way you train is the way you will react under stress. This is why you will train to develop proper habits, such as immediately seeking cover.

I agree. You will fight the way you train. I recall a story of a police officer that was killed in the line of duty. The way the police department gun range operated, you shot your revolver, then you could not drop the empty cases onto the floor: you had to dump them into your hand, put them into your pocket, then reload. Well, this officer was in the field, got into a gunfight, and was killed. When the officer was found, he had empty cases in his hand because he was fighting like he trained: wasting time with range administrative nonsense instead of getting his gun and himself back into the fight. I don’t know exactly why the NRA chose to say one thing then train another – that’s bad. They should be training that if your gun runs dry, immediately get it back into action. The gun should be ready for action before you scan. If this class is out to introduce people to concepts, if this is the first time students could be learning such concepts, then we should be setting them up for success in everything we do and teach. We should be carving those initial neural pathways with the 100% right way to do things, not cluttering them up with administrative nonsense that won’t serve to help them.

I am making a big deal out of that one because it stood out to me, but that is just one. On the whole, NRA PPOTH is a good course and is generally full of good material. Material that, with a good instructor that cares enough to make the right corrections and spit-and-polish where needed, can make PPOTH into a very good course for teaching these concepts. I find PPOTH is a good introduction to all the factors that come into play when it comes to concealed carry. Couple that, at least here in Texas, with the Texas CHL course, tests, and requirements, and someone who wishes to carry a concealed handgun should have a good start on things. I say start because I highly encourage people to seek greater, deeper, and continuing education. Obtaining your CHL is just the beginning and should open the gate for more education.

One other thing I got out of the weekend? I’m embarrassingly out of practice. 😦 I know why… the job change has me down, stress, and so on. It’s no excuse, but it is why. But I am wanting to use it as motivation to not just get more practice, but to ensure I get out and shoot more because yes, it’ll be a stress reliever. The weather appears to be improving here too (the 3 class days had perfect weather), so maybe that means soon I can be back at the reloading bench getting to work on my .223 loads… but I digress. That said, I did spend most of the weekend shooting my snub revolver, and that was fun. 🙂

I’d like to thank Karl Rehn for hosting the event. I’d also like to thank Dave Burdett for coming down from College Station, and Wendell Joost for coming out from Seattle. It was a pleasure to meet and work with both of them, and I’m sure we’ll continue to cross paths in the future. It was cool to finally meet Dave Re, and we got to talking about a project to do together (stay tuned). And finally, I’d like to give thanks to Tom Hogel, for being my snubbie brother this weekend and always being there to bust my chops. 🙂

(*almost – just a matter of paperwork and processing; all the heavy lifting is complete)

Updated: Dave Re, another student in the class, posted to his blog about his experience.

Texas homeschooling bills – updated

/ hsoi

I received word back from HSLDA about the 3 homeschool-related bills introduced in the current Texas legislative session.

Read the updates.

My take? You can debate the merit of the intentions behind the bills, but from a legal perspective they are bad bills.

Another Day, Another Class

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Well, classes. Two to be exact.

KR Training held two classes today: Defensive Pistol Skills 1, and Beyond the Basics: Handgun. What was different was the classes were held at the Austin Rifle Club instead of Karl’s A-Zone Range. Reason is simple: Karl doesn’t do live-fire there during deer hunting season so the rural neighbors can hunt without gunfire scaring all the deer out of the area.

Apart from the strong winds all day long, the classes went alright. I’m actually rather exhausted so I’m not all that motivated to type, but I’ll say a few things:

It’s great to see such diversity in students. Young people, old people, various ethnicities, various backgrounds. Guns aren’t just for old white rednecks, no matter what the stereotypes say. What made me especially happy was to see a few women attending these intermediate-level classes. For whatever reason (and I have my hypotheses), you see lots of women in beginner courses but so few in courses beyond that. I think it’s great to see anyone wanting to take their skills to a higher level, but it’s especially wonderful to see women wanting to become truly skilled shooters.

It’s good for people to come to these classes and learn their gear sucks. Any gun is fine when you’re under no pressure, shooting at your leisure, and nothing important is on the line. But if you’re betting on this gun to save your life someday? It’s good to know if it can actually run. It’s good to know what gear is bad, what gear is good. It’s good to learn how crappy those double-action/single-action guns are (I’m looking at you, Sig)… when you have that long, heavy, first trigger pull and how difficult it is to get a good first hit — especially when the first shot is the most important — well… it’s just good to learn all of this stuff under the pressure of a safe classroom environment than when it may really matter. I tell people that while we have investment, financially and emotionally, in our gear, just weigh the costs here: if it’s a range toy, whatever; but if this is your life, what’s your life worth? If your gear sucks, abandon it and seek better gear. It may take you a while to shop around, lots of buying and selling, lots of trying, lots of asking questions. Do whatever it takes, because at least for me, while I might have a little emotional attachment to my choice in guns, I have a HUGE emotional attachment to Wife and Kiddos. I want a gun that works right and works best, so I can keep those emotional attachments that matter most.

But the best part? Seeing people improve. At the beginning of BtB:H oh… we had to do some serious reworking of fundamental skills of trigger control and sight alignment — mostly trigger control. And while yes, everyone needs more practice, there’s no question there was substantial improvement by everyone in the class. I was pleased with what I saw.

Two biggest things to help? 1. Dry fire practice. 2. ball-and-dummy drill.

So, apart from being very wind-blown and weary, it was a good day. Everyone left with the same number of holes they came with. Looks like everyone learned something, and hopefully we’ll see these folks back again at future classes.

Learning to program

/ hsoi / 17 Comments

When I posted about “What To Teach The Kids“, I desired to write this side-bar on learning how to program.

You see, the trouble with getting started in programming is it’s difficult. Usually you want to learn to program because you want to do something, but there’s a lot of things you have to get straight before you can do something. It’s frustrating. You have to learn programming concepts, like loops, if-decisions, storage, subroutines and the like. You’ll have to learn higher concepts like factoring and organization. If you’re doing object-oriented programming you have to learn that whole paradigm and perhaps start to understand design patterns. Then you have to learn some language and all the quirks that come with it. You’ll have to learn some sort of library or framework. Depending what you want to do, there may be other specialty frameworks or concepts you have to pick up on, like for games work. I mean, it’s hard to get started because there’s so much you must have in order to just get started.

So how can you get started?

It so happens some other folks are presently discussing this, here and here. I think they’re headed in the right direction but haven’t quite gotten there. But the direction really is nothing new.

Karel

Back in undergrad I took this “abstract” computer programming class that used something called Karel the Robot. I remember in grade school learning to program in LOGO, which was kinda neat but looking back I see it was poorly taught and taught without direction… what’s the point of making this turtle draw a star on screen? But that started the ball rolling. BASIC was cool and very functional. But Karel was different.

Karel wasn’t out to teach you a programming language or other hard skills. Karel was out to teach you the basic theory of programming. Karel’s a robot that lives in a grid world. He can do a few simple things like advance, turn left, detect a beeper, pick up a beeper and put it in his beeper bag (I always thought “beeper bag” was a cute concept), detect walls. Very simple things, but from those simple building blocks you were able to learn concepts. For instance, you learned about the notion of subroutines when you wrote the “turn right” routine implemented as 3 turn left commands. And so it would grow from there. Karel was deliberately simplified so you didn’t have to worry about all the gory details that programming truly involves, so all you had to focus on was concepts of programming that apply anywhere regardless of programming paradigm.

Karel’s been around for 30 years, and truly I think this is the way to start programming because once you understand the concepts — and can do so free of all the other complex dreck — you’ll “get it” and be able to progress a lot faster. Karel’s been ported to numerous environments and languages, with an attempt to keep the essence of Karel but also give a gentle introduction to the language. I’m of mixed feeling about that because it removes a basic tenet of Karel: the simplicity of worrying about other stuff. But for those eager to get going, it may not be so bad.

Still, the trouble with the Karel is you can’t do anything useful, but that’s the tradeoff: ease of learning vs. usefulness. Again, when people get interested in programming it’s typically because they want to do something. So how can we get them to do something?

Useful

I’ve looked around for ways to teach kids to program, that honors the real tenants of programming — perhaps simplifying but not dumbing down nor misrepresenting — but still lets them do something useful.

I found this product called Stagecast. I’ve only evaluated it, but it looks pretty neat. It’s visual programming. It’s very simplified, a lot of click and drag and so on, but it still is true to real programming. The real bonus is the feedback and results are immediate. The kids can see what’s happening and how it all works. There’s no need to edit 500 lines of code across 20 files, wait for it to build, fix compiler errors, build again, then try to debug it. It’s like my “fishing vs. catching” analogy: there’s fishing, then there’s catching… you can fish all day, catch nothing, and it’s still a good day fishing. But if you’re trying to introduce a kid to fishing, they want to catch and catch soon else they will lose interest. So for kids, you have to start out with “catching” and as they start to enjoy “catching”, inevitably they’ll discover what “fishing” is. So I feel the same can happen here with Stagecast… let them “catch” and immediately create things in a simplified way. If they truly love programming then they’ll start to see the restrictions and limitations of Stagecast and want to explore further (“I want to write an iPhone game!”) and so, then you can start to introduce them along the path to other languages and other things.

If I picked a more generic path, I’d say the next step might be to teach them HTML. No it’s not a programming language, but it’s still simple, teaches formal constructs and organization, how to look things up in references, and again you get results but still have to debug those results. If they want to do more, JavaScript could be a simpler language to learn. I’d also say a modern scripting language like Python or Ruby would make a good “next step”. But exactly where to go from here really all depends upon their interest and direction.

Of course, something like LEGO Mindstorms would be wicked cool too, if you can afford it. 🙂

Make it Fun

Getting started with programming is a daunting task because you have to lay so much foundation before you can do anything useful. I believe laying the core foundation of principles, through something like Karel the Robot, is a good approach to take. Then moving to simplified but immediately productive environments such as Stagecast makes for a good transition. After that, you just have to determine your goals and where you want to go. There are ways to get there in steps, you just have to be patient. 🙂

What to teach the kids?

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A friend pointed me to this article by Eugene Wallingford titled “I Just Need A Programmer“.

The Slashdot entry sums it up best:

“As head of the CS Department at the University of Northern Iowa, Eugene Wallingford often receives e-mail and phone calls from eager entrepreneurs with The Next Great Idea. They want to change the world, and they want Prof. Wallingford to help them. They just need a programmer. ‘Many idea people,’ observes Wallingford, ‘tend to think most or all of the value [of a product] inheres to having the idea. Programmers are a commodity, pulled off the shelf to clean up the details. It’s just a small matter of programming, right?’ Wrong. ‘Writing the program is the ingredient the idea people are missing,’ he adds. ‘They are doing the right thing to seek it out. I wonder what it would be like if more people could implement their own ideas.'”

The interesting thing was, before reading this article my friend and I were talking about teaching kids how to program. He’s been studying this nifty 2D graphics library and given how well-written it was, maybe he’d be able to use it to teach his son how to program. Maybe, but the problem I saw there was there was still too much other stuff to deal with, like the language issues, because the first time you try to figure out pointers in C/C++/Objective-C well… it’s mind-bending. 🙂

The thing that hit me was the last sentence of the Slashdot summary:

I wonder what it would be like if more people could implement their own ideas.

And as I was thinking about teaching our kids I realized what we need to give them are the tools that enable them to realize their ideas.

One cool thing about programming computers is computers are such general purpose tools, that with a little work you can get them to do almost anything you want. Such is a great thing about learning to program. But kids tend to not see that, they just see they want to play a game. So if they want to write a game, give them those tools.

Daughter is very artsy, so we ensure she has a constant supply of art and craft materials. For example, yesterday morning, inspired by the movie “Tangled”, she took some paper plates and painted some really neat stuff on them. We have to keep brushes, paint, pencils, paper, and all sorts of art supplies around at all times for the kids. I’ve even bought software for them to help them be creative. In fact, I think our Christmas card this year is going to be one designed and assembled on the computer by Daughter.

Or if the idea your child has is to create music, ensure they have instruments or other tools to create their music… even software like GarageBand.

The point is, in whatever realm the kids are having their ideas, don’t let them just dream about their ideas coming true; give them the means to make their dreams come true. And that includes a lot of encouragement and support.