Author Archives: Brent

About Brent

Assistant Professor of Computer Science at Hendrix College. Functional programmer, mathematician, teacher, pianist, follower of Jesus.

Adventures in enumerating balanced brackets

Since I’ve been coaching my school’s ACM ICPC programming team, I’ve been spending a bit of time solving programming contest problems, partly to stay sharp and be able to coach them better, but also just for fun. I recently solved … Continue reading

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ICFP roundup

ICFP 2016 in Nara, Japan was a blast. Here are a few of my recollections. The Place Although I was a coathor on an ICFP paper in 2011, when it was in Tokyo, I did not go since my son … Continue reading

Posted in haskell | Tagged , , | 3 Comments

The generic-random library, part 1: simple generic Arbitrary instances

In a previous post I pointed out that we know all the theory to make nice, principled, practical random generators for recursive algebraic data types; someone just needed to step up and do the work. Well, Li-yao Xia took up … Continue reading

Posted in combinatorics, haskell | Tagged , , , | 3 Comments

Meeting people at ICFP in Nara

In less than 24 hours I’m getting on a plane to Japan (well, technically, Dallas, but I’ll get to Japan eventually). As I did last year, I’m making an open offer here: leave a comment on this post, and I … Continue reading

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Deep work and email habits

Lately I have been enjoying Cal Newport’s writing on work, and particularly his new book Deep Work which I am in the middle of reading (definitely recommended). His basic thesis is about the power of sustained, focused, distraction-free work on … Continue reading

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Academic integrity: context and concrete steps

Continuing from my previous post, I wanted to write a bit about why I have been thinking about academic integrity, and what, concretely, I plan to do about it. So, why have I been thinking about this? For one thing, … Continue reading

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Academic integrity and other virtues

I have been thinking a lot recently about academic integrity. What does it mean? Why do we care—what is it we fundamentally want students to do and to be? And whatever it is, how do we go about helping them … Continue reading

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