Monday, April 19, 2010

Books and films

My last post left me feeling like Will Freeman, a character in Nick Hornby's novel, "About a boy". As Will doesn't work, he has to find things to do, and so divides his day into half hour units (breakfast - one unit; taking a bath - two units, etc). I was going to quote his calculations from the book, but when I looked there, it turns out that there is no such monologue. Instead there is a calculation about how cool Will is. So where did the time units come from? Obviously from the film, starring Hugh Grant. *

The film adaptation of "About a boy" was fairly accurate until about two thirds of the way through the book. The two diverge when (in the book) Marcus takes a train journey to Cambridge in order to see his father; he is accompanied by Ellie. On the way, things take a wrong turn.... None of this is in the film, probably because it hinges upon Kurt Cobain, and maybe the film producers couldn't get clearance to use the late Cobain in the film - or maybe they reckoned that the film's audience wouldn't know who KC was. So instead, film viewers got Marcus rapping in the corridors along with the school concert.

"The time traveler's wife" has been made into a film, and I was able to watch it today, courtesy of the Internet. Whilst this adaptation is more faithful that "About a boy" in that it doesn't introduce new material (except for the final scene), it leaves much more out. That's hardly unavoidable, as a quick glance at the book shows: the book is written in the first person (although alternates between Claire and Henry) and has very rich prose, whereas the film naturally is third person, and the special tone of the writing is absent.

It's not a bad film by any means, but it wasn't particularly special. Some of the photography was very good, making it a visual treasure, but some parts seemed to be very obviously filmed against a blue screen. As always, it would be interesting to hear the thoughts of someone who had seen the film without having read the book.

* Edit from 13/10/16: I reread "About a boy" yesterday and came across the time units in chapter 12. "Reading the paper, having a bath, tidying the flat" are all activities requiring one unit.

Saturday, April 17, 2010

A typical Saturday

I've noticed over the past few months that I have been planning on a hourly basis how to spend my Saturdays, nominally my day of rest. There always seems to be so much to do and so little time in which to do it that one needs to prepare in advance in order to get the maximum utility (a little economics creeping in there).

Normally, the day consists of two episodes, each two hours in duration, of programming; one two hour session reviewing the material taught in the MBA class the day previously; one two-three hour session of cooking and spending time with my father (today we're having chicken ratatouille, with a slight variation of last time's recipe); one two hour session transferring to dvd a film recorded earlier in the week which I didn't have time to watch. There is also the dog who has to be walked.

Today's schedule was upset by devoting what would normally be the morning programming session to creating a new mix cd for my wife. As usual an eclectic mix, moving from the well known (Jackson Browne, Joni Mitchell, CS&N, The Band) to my folk rock roots (R&L Thompson, Sandy Denny, Nick Drake), interspersed with a few left field contributions (Heron, Colin Blunstone, King Crimson, Robin Frederick, Dar Williams). The response hasn't been too positive yet, but I am hoping that the disk will be played frequently in the car and will become more familiar.

Friday, April 16, 2010

Travelling by train/Outliers/Memories of school

Instead of working in my office this week, 5 km from my home, I've been travelling almost every day to different branches of my company. On Monday I was in Tel Aviv, Tuesday Haifa bay, Wednesday Carmiel and Thursday Tel Aviv again. Some of my fellow workers wondered whether I was healthy, as they haven't seen me for several days.

Every day I travelled by train; I've been getting to recognise many of my fellow travellers. Of course, I don't know their names, but I often assign them nicknames, not necessarily complimentary. I wonder if they notice me and whether they have assigned me a nickname too (that sour looking bloke who's started travelling every day instead of once a week).

The reading material for the past week has been the Hebrew translation of "Outliers" by Malcolm Gladwell. Normally I wouldn't read a book in Hebrew which was originally written in English; I was given the book at Pesach by my occupational psychologist and it was too complicated to arrange to swap the book for the original version. Probably I lost some of the wit and inferences present in the original, but I'm fairly sure that I got the gist of the book. It was a bit repetitive, and some of the material is downright wrong (the Beatles could not have racked up 10,000 playing hours before they became famous), but the pros outweigh the cons. The basic thrust of the book is that no one succeeds on their own; everybody needs a bit of luck and opportunity. Sometimes one has to be born in the correct month of the year.

The book starts with an analysis of junior Canadian ice hockey players; Gladwell points out that one stands a much better chance of being picked for a junior hockey team and then be trained if one is born in the first three months of the year (Jan-Mar). When comparing eight year old children, there is a big physical difference between an eight years and eleven months old child as opposed to an eight years and one month old child. 

I was such a child who theoretically suffered from being born in the wrong month. My birthday is in August, and the British school year started (maybe still does) in September, so I was always one of the youngest children in my class. I certainly don't remember any problems about this whilst in junior school (upto age 11), but then we didn't have competitive sports there. The problem was recognised at my grammar school: during the winter and spring terms, when we played rugby, everyone was classified as under-12 (this was the first year). But when the summer term arrived and we played cricket, suddenly most of the children were in the under-13 age group whereas I was still in the under-12s. There wasn't an under-12s cricket team (as there were so few of us), but I did take part in an swimming competition as an under-12 with few competitors. The following year, we were all under-13s, but when the cricket season arrived, again most children were now under-14s whereas I was still under-13 and played with children in their first year. Thus theoretically I was compensated for having been born in August.

Academically, all of the above was irrelevant. As it happened, 40% of the students skipped a year between what would have been their second and fifth years (ie we took our 0-levels after four years whereas 60% of the students took their 0-levels after five years). As a result, when I was in the 6th form, I was with students who were nearly two years older than me; I remember that in my final year, one of the boys in my class used to drive a car to school, whereas I had barely cleared my sixteenth birthday.

I also left school at sixteen, albeit at sixteen and ten or eleven months. The uncertainty arises because it's not clear exactly when I finished school; during the final term we had A-level exams, which meant that we had no lessons and were at home revising. To complicate matters, my parents moved from Bristol to Cardiff before I finished the exams, so once I had to catch the train from Cardiff to Bristol in order to "sit" an exam (if I remember correctly, it was a practical exam in Chemistry, so no one sat). I know that I came to the 'final assembly', which would have been in July 1973, but again I came on the train and I did not come in school uniform.

Sunday, April 11, 2010

Surprised and pleased

I heard some whispering at college on Friday about exam results but thought that it was too early: the results take two months to arrive and only one month has passed. Over the weekend, I completely forgot about this, but managed to remember this afternoon. I logged into the website that lists results and ...

Punch the sky! Bring out the champagne! Not only did I pass my exam in Organisational Behaviour, but I also achieved the reasonable mark of 66%, much better than I had expected. So I am both surprised and pleased!

Driving lessons

I spent one of the afternoons when I ill with the flu watching a rather quirky British film called "Driving Lessons". I thought the film a bit odd when I had an elevated temperature, and watching it a second time when feeling more normal only confirmed my original suspicions. Maybe the best thing about the film is that includes a Richard Thompson song in the soundtrack ("One door opens") and an obligatory (these days) Nick Drake song (part of "Pink Moon"). 

Thinking about the film later, many questions popped into my mind, mainly about the characters' motivations:
  • How could Ben (Rupert Grint) be so gauche at the age of 17?
  • Why was Laura Linney - an American - cast in such a quintessential British film? How could her character - a vicar's wife - have no qualms about committing adultery with the parish's junior priest? And even worse, how could she do it whilst leaving her son in the car outside, whilst ostensibly giving him an eponymous driving lesson?
  • When was Evie (Julie Walters giving a fantastic performance) lying and when was she telling the truth? Was she really a Dame? Was she really suffering from cancer (presumably not, as she denied that one herself)? How did she manage for money? When she and Ben went camping, Ben had to pay for the campsite. The next minute, they have driven from somewhere (presumably near London) to Edinburgh, showing no signs of tiredness. Who paid for the petrol on the way? If presumably they had money, so why did Evie pawn a ring in order to give Ben money "to buy a clean shirt". How did she pay the hotel bill for her drinks and Ben's room?
  • What was Bryony's motivation in seducing Ben? Did she sleep with every boy that she met? The entire Bryony episode seems in retrospect designed solely to give Ben a reason not to accompany Evie to the poetry reading.
  • How could Sarah be so stupid to say what she did to Ben at the end of the film? Every son wants to hear about his mother's infidelity...... I thought that maybe she would empathise with him, but she appeared to be still under his mother's spell.
I find my reaction to this film interesting because I was able to find so many things unexplicable within the film, and yet I enjoyed it. I later watched a film called 'Smother' (with Diane Keaton) which coincidentally has a similar theme, about a son trying to build his own life apart from a domineering mother. No doubt this film had a budget much bigger than that of 'Driving lessons', and in my opinion it was much worse, by about the same factor. But why? Because it's an American film? Because it got on my nerves? 

British films tend to be much more realistic, featuring people who could easily have lived next door to me when I lived in Britain (at this moment, I will note that Dr David Owen, at the time Britain's Foreign Secretary, lived about three houses away from me when I lived in London). American films tend to populate some kind of fantasy world, and one could never imagine Diane Keaton living next door (as much I would like to) or even her son, Noah.

Saturday, April 10, 2010

Speaking the statements

My last blog, from a few days ago, hinted that the next entry (ie this one) would be about programming. Shortly after writing those lines, I went to bed and woke up the next morning feeling extremely weird. It turns out that I had a temperature of 38.5 degrees, which is why my head felt like it was full of cotton wool. Fortunately, it was only a mild case of flu, but it had the effect of taking me out of the loop for a few days. Wonderdog was giving me strange looks all this time, implying that I could take her for a ramble in the fields instead of lying around and doing nothing, but I think I'm back on the case now.

As I have written before, my occupational psychologist's flagship exam consists of 400 statements: each person has to mark whether they agree or not with the statements (eg "I usually feel nervous and ill at ease at a formal dance or party", "I have at one time or another in my life tried my hand at writing poetry"). The theory behind the exam is that each statement belongs to one or more scales, and dis/agreeing with a statement either increases or decreases one's affiliation to that scale. From these scales are built one aspect of a person's psychological profile.

Completing this exam takes about 40 minutes, making it harder than one might expect. The two statements which I quoted above make it fairly easy to decide whether to agree or not, but some are more complicated, generally revolving around moral issues. Some tend to be ambiguous, so it's difficult to decide if one agrees or not. Anyway, the psychologist suggested that people with learning disabilities might have difficulty in reading and understanding the statements, let alone answering them. Thus was born the idea of the exam speaking the statements.

Well, of course, the exam itself, being a computer program, can't talk (although 20 years ago I spent much time with a blind person, a speech synthesizer and text-to-speech software which was years ahead of its time). So in January I recorded over two evenings a well spoken lady reading each of the 400 statements. Since then, I have been editing those recordings into a series of 400 wave files, each file containing one statement being spoken. This is a very tedious process, which is why it took me so long to do. During the Passover holiday, I decided that I would edit one big file (5 minutes, about 35 statements) a day; I actually managed to keep to this schedule and finished creating all the files.

Then came the fun of getting these files into a Delphi program. This is actually a lot easier than it sounds. First, I needed to declare a resource file listing all of the wave files and their statement numbers. This is a text file (rc) which looks like this:
q1 WAVE q1.wav
q10 WAVE q10.wav
q101 WAVE q101.wav
q102 WAVE q102.wav
q103 WAVE q103.wav
q104 WAVE q104.wav
q105 WAVE q105.wav
There are 403 similar lines. This text file is then passed to the resource compiler, which produces a compiled resource file (res). As there are many resources used and they're all large, this file is about 40 megabytes in size (whilst today this may be considered small, I recall that the first hard drive I ever bought for my XT-compatible computer in the late 80s had a 20MB capacity!). Linking this file into the Delphi executable is trivial; accessing each wave file within the resource is also fairly simple, with the use of the following procedure:

Procedure TMivhan.PlaySound (n: integer);
var
 hFind, hRes: THandle;
 song: pchar;
 question: string[6];

begin
 question:= 'q' + inttostr (n) + #0;
 hFind:= FindResource (HInstance, @question[1], 'Wave');
 if hFind <> 0 then
  begin
   hRes:= LoadResource (hInstance, hFind);
   if hRes <> 0 then
    begin
     song:= LockResource (hRes);
     if assigned (song)
      then SndPlaySound (song, sndflags);
     unlockResource (hres)
    end;
   FreeResource (hFind)
  end
end;
The procedure is called with a statement number (eg 1). The first line in the procedure creates a string variable, prefixing the statement number with 'q', so that the string will match the name of the wave file in the resource file (that's the "q1" in the line "q1 WAVE q1.wav"). The trailing zero in the string is because the string has to be passed to an internal Windows function (FindResource), and this needs a zero terminated string.  "@question[1]" is a zero terminated string which is also lacking the length byte at the beginning of the Delphi string - this is a time honoured method of converting Delphi strings to C strings, as needed by Windows. The rest of the procedure deals with extracting the required resource from the executable file and 'playing' it. This is very much black box code and needn't be explained (and in case one asks, I took this code from an excellent article on the subject.

A note about the parameters passed to the Windows procedure SndPlaySound: the first parameter is a pointer to the wave file, and the second parameter controls how the sound should be played. Earlier in the program, the global variable 'sndflags' was set to the value 'snd_Async or snd_Memory': play the sound asynchronously from memory. This is generally the way that one wants the sounds to be played, so why did I use a variable instead of using the constant values each time, as the article does?

The answer has nothing to do with my procedure and everything to do with the program. At the beginning, the instructions how to use the program are read out, via this procedure. I discovered that sounding these instructions asynchronously and then sounding the first statement displayed asynchronously caused the instructions not to be 'sounded' at all. Should the procedure be called whilst a wave file is being played asynchronously, the second wave file will cause the termination of the first wave file. I thus caused the instructions to be 'sounded' synchronously - the user can't do anything with the program during this time - and only afterwards are the statements 'sounded' asynchronously. Instead of putting a conditional statement in the PlaySound procedure to define the flags, I used a global variable which is set to 'snd_Sync or snd_Memory' before reading the instructions, and then permanently to 'snd_Async or snd_Memory'.

Monday, April 05, 2010

Holiday

I've been on holiday for the past week, spending all the time at home. Maybe it looks like I've been doing nothing, but actually I've made good use of my time. I've been reading (and completing) a book a day, I've been doing some good programming (more about that next time) and I've been cooking every day, trying out some new recipes.

Here's a recipe for what has been termed "Chicken ratatouille" (if you want to impress your friends, note that 'ratatouille' contains all five vowels, although not in the correct order. 'Facetious' is a shorter word which contains all five vowels in the correct order). This is a very simple dish to make, especially for those who feel challenged in the kitchen. One dices vegetables, such as onions, red and yellow peppers, courgettes, sweet potato and potato, and spreads the mixed, diced vegetables into an glass oven dish. I put greaseproof paper into the dish first and poured the vegetables onto this, but I doubt that this is essential. One then drizzles olive oil onto the vegetables. On top of the vegetables one puts slices of chicken breast (the bigger the better) and these are also drizzled with olive oil. Into the oven for about 45 minutes at 180 degrees Centigrade. I probably turned over the chicken breasts after about half an hour and maybe even stirred the vegetables a little. 

That's all! The family were very pleased with the dish, although they thought that they were eating fish at first (that's before tasting)! The chicken breasts shriveled somewhat whilst cooking, which is why they should be fairly large prior to cooking. 

Monday, March 29, 2010

Pesach over the years

As tonight is the first night of the Pesach (passover) holiday, I thought that I would try and recall some memories of the festival over the years.
 Don't remember much about my baby days
But I've been told
We used to live on Willow in the Garden district,
down by the Sugar Bowl
(Randy Newman, "New Orleans wins the war". As Newman points out, Willow is not in the Garden district; this was a family joke).
 
I don't remember much about the Pesach service ("Seder") and the following week in the years when I was a child, except for the fact that I loved the special biscuits that my mother would make. I suppose that for me as a child, Pesach was the taste of matza along with coconut and chocolate cakes.

The first distinctive Pesach that I can remember was when I was nearly 13, in 1969. That year in school, we had been given French penfriends (those were the days when people wrote letters) which greatly improved our fumbling French. The letters were half in French and half in English, for of course, our correspondents weren't interested in learning their mother tongue but instead wanted to improve their English. My school was an all boys school, as most of the direct grant schools were at the time, so we were all mildly excited to learn that our penfriends were from a normal, mixed school. I was one of the lucky ones who received a girl penfriend. Not only that: she was also Jewish, which was a remarkable coincidence. Of course, I don't remember now, but I'm fairly sure that there were more Jewish pupils at her school than there were at mine (myself and one other boy with whom I didn't get along with much, despite his being my age).

That same year, along with some of my schoolmates, I took part in an exchange scheme with French schoolchildren; we went to France for three weeks during the Easter holidays and they came to stay with us for three weeks in the summer. As usual, Pesach fell during the holidays, meaning that I would be in France for the Seder. As a good Jewish boy there was no way that I was going to stay with this French family, who went snail hunting every Saturday and church praying every Sunday. So it was arranged that I would stay with my French penfriend for the first few days of Pesach, and of course celebrate the Seder with them.

I am ashamed to say that I remember nothing of the Seder itself, although this is not too surprising, as basically it's the same every year, all over the world. We are commanded to tell our children the story of the Exodus from Egypt, and how every Jew should see himself as one of those who left Egypt. The liturgy is almost part of our DNA and most of us know significant portions by heart, having heard it so often. What I do remember is that I found this family much more congenial than the family of my exchange scheme, and was very unhappy to leave. I have a memory of hiding from everyone, trying to delay the inevitable and so disappointed at having to return. This incident coloured the rest of my stay in France and inevitably cast its shadow when the exchangee came to stay in the summer. I also lost contact with that nice Jewish girl Natalie (see: after over 40 years, I still remember her name, whereas I can't remember his).

Outside of Israel, the Seder is celebrated on two consecutive nights whereas in Israel it is celebrated only once. In my youth, we had the first seder at home and celebrated the second as a communal seder with most of the Jewish community in Cardiff or Bristol. Fast forward a few years, and I receive an invitation from the Habonim group in Birmingham to celebrate a seder with them. Our youth movement had a tradition (of which I was unaware at the time) of holding a third seder, in which they would read from a haggada (the Pesah liturgy) which they had compiled themselves. Like the official haggada, the first part occupied itself with the struggle of Jews: against Pharoah or against Hitler or Stalin, whereas the second part was more fun and contained songs and jokes. I must have travelled on the train from Bristol to Birmingham to get there and returned the same evening. I enjoyed myself very much and repeated the experience the following year (this must have been 1972/3).

Again I don't remember the Seder of 1974, when I was in Israel for a year, but it must have been very significant for me because the Seder became very important; as far as I was concerned, it was the most important of all the festivals.

In 1975, I was in London, and celebrated the first seder with relatives. Presumably some family invited me to their second seder, and we, as Habonim, celebrated the third seder together. That was the year that British Habonim hosted a European Seminar, in which youth from all over Europe (I remember French and Dutch groups, there may have been more) came together for a week. The first few days of the Seminar coincided with the last few days of Pesach, so we had to order kosher food and make sure that all the cooking utensils where "kosher for Pesach". I remember washing most of those cooking utensils.... The food was ordered from an Israeli supplier, but they gave us containers of food along with stickers saying "kosher for Pesach" - after the seminar, we stuck leftover labels on anything we could find, such as the bread basket.

That seminar was held in a college situated in Hatfield; as I had become enamoured of the music of Hatfield and the North a few months earlier, this location was quite special for me. It should be noted that the group actually had nothing to do with Hatfield itself; the joke was that as so many roadsigns from London were labelled "Hatfield and the North", they were getting free publicity. As I say, a joke.

Normally, Pesach coincided with the Easter holidays [this is because the Last Supper was actually the Seder night], so I was normally at home during the festival, and my eating habits were not subject to public scrutiny. This didn't happen in 1976, and I remember eating my matza sandwiches under the questioning eyes of my fellow students. 1976 was also the year when I managed to go to five different Seders: the first two were traditional, and the other three were third sedarim organised by different Habonim groups in London.

During the years 1978-1989, I lived on Kibbutz Mishmar David, and almost every year celebrated the Seder there. Most years I would be one of the musicians (and some years, the only musician) who would accompany the songs throughout the service, so my memories tend to revolve around the music and not the atmosphere. In 1989, we had decided to leave Mishmar David, and the final six months there were very sad. We (my wife and baby daughter) spent the Seder night with my parents who were then living in Rehovot. It was a very quiet and sad Seder, with my wife and I sharing reading the Haggada and singing the songs.

In 1990, we celebrated Pesach for the first time in our new kibbutz, Tzora. The kibbutz held the seder (with maybe 1000 participants) in a huge tent, and I was one of the few musicians who played. Everything about Pesach is tradition, and Tzora had its own traditions about Pesach, mainly regarding the songs, some of which were sung to different tunes than to those that I knew. Each song is sung every year by the same person, which is ok if you're one of those people, and not so ok if you're not. There have been years when I have accompanied all the songs (sometimes the sole musician), but in the past few years I have been relegated to playing only one song, a lovely little number with very strong harmonies and chord changes on almost every beat (most of the other songs are harmonically simple, although some are a bit weird).

I wrote earlier that Pesach had become for me the most important festival of the Jewish calendar. That changed in 2002. My mother had been taken into hospital a few days before Pesach that year; the doctors seemed optimistic about her prognosis, but I wasn't. I visited her on the day before Pesach (the equivalent to today) and spent several hours with her. She was unable to speak (for reasons which were never established), and we communicated by me talking and she writing notes. I still have those notes though have only rarely looked at them since. My father and I came home at about three or four in the afternoon, and I remember sitting down at the computer in order to write a eulogy. I wanted to do it while I was in a balanced mental state and not when I was grieving. We went to the Seder in the evening; I played the one song which I play every year, and tried to keep a happy face even though I was churning inside. When we came home at night, I phoned the hospital to check on my mother's progress. They said that she was sleeping peacefully.

The next morning, my father and I went again to the hospital; there wasn't much traffic on the roads and we probably arrived at around 9 am. We went to my mother's room; she was sleeping and we could hear her breathe. We sat, waiting for her to wake up (I was reading David Lodge's "Paradise News"). Her breathing got slower and slower until there was no breathing. My father looked at me, and I went to summon a doctor who ushered us out of the room while she examined my mother. After a few minutes she called us back in and said that she was sorry, but that my mother was dead.

[two paragraphs excised, not because I wrote about this before but because it's too painful]
Anyway, since then, Pesach has been happiness mingled with sadness. In a few hours, we will go to my mother's grave and say kaddish (the mourning prayer). Then we will change our clothes and go to the tent in order to remember how our ancestors left Egypt. I will play my song. We will come home and eat matza for a week.

Sunday, March 14, 2010

Toyota

Last night there was an item on the news about Toyota. The item was about two seemingly opposite subjects: on the one hand, the state prosecutor for California was issuing a class action against the Japanese car manufacturer because of the gas pedal problems, whereas on the other hand, the company's profits are soaring.

My first reaction was: we have a Toyota car, but my wife took it to the dealer to be checked a few weeks ago, so we should be all right. My second reaction was: Toyota recently closed down their joint venture with General Motors in America; the name of the factory was NUMMI which stands for something that I can't remember. My third thought was that oh my God, we were told time and time again in Organisational Behaviour that NUMMI was thought to be the standard bearer for self directed teams … and there was a question in the exam about SDTs. I should have mentioned NUMMI! How forgetful of me!

Wednesday, March 10, 2010

An end to OB?

A huge sigh of relief came from about 100 throats today in Tel Aviv (and probably hundreds more around the world) when the March 2010 Organisational Behaviour exam came to an end.

I have written this before, but I'll write it again: this course required its students to remember a prodigious amount of material. Almost everyone in the class was complaining about the amount and most people were almost frantic in their revision. 

For the past few days, I have been alternately reading the course book and practicing multiple choice questions. When walking the dog, I would recite all the material that I had learnt, checking to see that I could remember it and noting where there were areas which I wasn't too clear about. Of course, I could only recite what I knew, not what I did not know, and of course what I didn't know is what I needed to learn.

Our practice sessions indicated that modules 4, 8 and 9 in the course book were the most likely to appear in the exam, so of course I devoted extra effort to these - while trying not to neglect the other modules.

The exam was held in the Tel Aviv exhibition grounds, although in a different building to the one where the previous exam was held. The hall was poorly lit and the toilets were in a separate building, maybe 50 yards away. The rules said that only one person could go to the toilet at a time, and then that person was accompanied by one of the supervising staff in order to ensure that no cheating occurred. As I have started taking medicine for my high blood pressure which is also a diuretic, I was concerned in advance that I would need the toilet frequently, so I spoke to the supervisor and received permission to use the toilet as often as necessary. Fortunately I only needed to use them twice during the 3 hour exam.

While we were waiting for the exam to start, I was chatting with the people near me; we were joking about stress (module 2) and how it was affecting us. One of the people said that the model of stress that we were taught was proposed by Cooper, and I said that I could never remember all of the names; hopefully it's not that important.

The exam itself consisted of two parts: 30 multiple choice questions and 3 essays. All the multiple choice questions together carry the same mark as one essay (60 marks), so the total number of marks available is 240, and one needs 120 to pass. Theoretically one should devote 45 minutes to each section; as it's easier to get the first marks in a question than the last marks, good tactics dictate that one leave each question when its time is up. Our lecturer advised us to leave the multiple choice questions to the end, but I decided to start with them in order to warm up.

As I have been revising the multiple choice questions quite heavily, I was pleased to recognise many of the questions. To my surprise, I finished this section in less than 20 minutes, meaning that I had more time for the essays.

The first essay was about turning an organisation into a "responsive organisation". This is a subject which is covered in module 8 so I was prepared. I wrote a little about what differentiates the responsive organisation from a regular one (fortunately this cropped up in the class's final meeting last week), then wrote about organisational design (also module 8) and finally about planned change (module 9). I think that I answered this question well.

The second question, to my surprise, was about stress, and in fact was almost a complete copy of a question that had appeared in an exam a few years ago. So I was prepared to display Cooper's theory of stress (thank you neighbour for reminding me of his name; maybe I'll get an extra mark for this) without difficulty. I rambled on about personal characteristics, extending the material on locus of control to write about Martin Seligman and learned helplessness. I wrote about cortisol, adrenaline and the amygdalae, and basically brought in much extra curricular material which I hope will garner extra marks. I wrote about the different causes of stress and about the different outcomes, and in the end even answered the question about how I would handle the stress of one of my subordinates. I threw in loans, day care centres and counseling, and believe that I answered this question well also.

The third question, however, was about a subject in which I was not well versed: self directed teams. I know a little about this but not very much. I thought for at least five minutes what I could write as an answer and started with the definition of a self-managed team. After that, I wrote down anything that I could think of about teams (how they should be rewarded, goal setting, cost saving, profit sharing, groupthink) and even mentioned that as the managerial load is lower for those responsible for the teams, their span of control should enlarge, meaning that managerial costs will decrease. It should be obvious to the marker that I don't know very much about self managed teams, but as one is not penalised for writing irrelevant material, I hope that my "kitchen sink" approach will work and that some of what I wrote will get marks.

I am hoping that I got 40 out of 60 marks in the multiple choice questions, and similarly 40 out of 60 for the first two essays. As I need 120 marks to pass, I think that I achieved my goal and passed the exam, however few marks I get for the third essay. Unfortunately (as I have written before), I'll only get the results in two months time, in which time I will probably have forgotten most of the material (or maybe not).

The one subject which we had been advised to learn well - Management By Objective (MBO) - didn't come up at all! I mentioned it obliquely in the third question but didn't go into detail as MBO is meant for individuals and not for teams. I had also learnt assiduously Vroom's theory of expectancy, writing it out on the kitchen table at 6:30 this morning, and that too did not appear anywhere.

Monday, March 01, 2010

More MBA

I started a new course for my MBA degree a few weeks ago, economics. I took a course in micro-economics 25 years ago with the Open University, but I'm not getting any credit for it. In fact, I barely remember anything from that OU course, not that it matters. The Heriot Watt courses start from the beginning and assume no prior knowledge of the subject, which sometimes can be a bit unsettling, as they insist that their's is the only true gospel.

Anyway, I am very much enjoying the course so far, which makes me remember one of the primary reasons for spending a lot of money and giving up my free time for three years: intellectual challenge. On Friday, we had a nice exercise about a man who owns a boat designed for catching ocean salmon, how each fisherman contributes a different amount of fish (what is technically known as the marginal amount or contribution), how there is an optimal number of fisherman, how things change when the cost of the fisherman is taken into account, and finally how to calculate how many kilograms of fish should be caught (or how many fishermen to employ) when the price of selling fish is such and such. It seemed that the lecturer was going slow and not explaining things too well, so when he asked that ultimate question, I jumped in with the answer: stop when the marginal cost is equal to the selling price. The lecturer then asked for my name (we are all anonymous in the classes) and used it several more times in the ten minutes before the end of the lecture.

If I were still a schoolboy, I would be alternately pleased and annoyed at this: pleased, because the lecturer now knew who I was (although I should admit that we had a conversation during the break of the previous week's lecture) and annoyed, because the other students will see me as a teacher's pet. But we are not competing against each other, and the lecturers exist only to explain the written texts which we all receive at the beginning of the semester. Even so, I hope that he doesn't continue with this practice.

The text itself is very well written and is enjoyable to read (as opposed to the text on Organisational Behaviour, for example), although this may be my bias stepping in. I barely looked at the text for Accountancy, because the lecturer seemed intent on plowing his own path – and I knew most of the material anyway.

At the moment, I am trying to restrict myself to devoting the minimum amount of time possible to the Economics course: five hours on a Friday morning (three hours lecture and two hours travelling) along with another hour or two maximum reading the text. I have to devote my time to OB. I had more dreams about OB last night, which I take as a good sign as it means that the material is settling into my head. There are more parts of the text which are getting absorbed, which is just as well as the exam is only a week away. Tonight we have a revision meeting with the lecturer, who is also the marker. It will be interesting to hear what he has to say. I don't remember whether I wrote that the author of the OB text visited us and gave three lectures about the course and how to pass the exam; it's a shame that he came at the end of January and not at the beginning of March, as I feel that we would have appreciated his visit much more had it been now instead of then.

I am not expecting miracles in the OB exam; I will try my hardest and be pleased if I pass. Unfortunately, we won't get the results for two months after the exam, by which time I expect to have forgotten all I ever learnt and to be in the middle of revising for the Economics exam. Should I try to take the exam again in the same week as the Economics exam? It may be too late to register (one can sit the exam without having to retake the course). The most annoying aspect is that one can only sit a maximum of two exams in any core subject (of which OB is one); if one fails the exam twice, then one is out of the MBA programme.

Sunday, February 28, 2010

Still working even when feeling lousy

I was feeling lousy yesterday afternoon/evening. This has been happening a lot lately, and it always starts around 5pm (maybe sometimes earlier and maybe sometimes later). This is probably due to the fact that I seem to have reasonably high blood pressure and that the bp rises during the day. I spent two weeks at the beginning of the month measuring my blood pressure twice a day, and although the results showed that the bp tends to change and reach an undesirable peak, they weren't conclusive enough for my doctor, who ordered a 24 hour continuous measurement. I have a followup meeting with him on Thursday to discuss those results, which apparently too weren't totally conclusive. In the mean time, there are days when I have a headache and don't feel well; analgesics might hide the pain but they make me feel weird as well. Yesterday was one of those days.

I was trying to revise for the Organisational Behaviour exam which is in another 10 days. Whilst I feel more confident about knowing the material, I am suffering from an inability to turn that knowledge into an essay which answers a question posed. The exam does not consist of questions like "Discuss the differences in the content theories of motivation" but rather will present a short story about someone and ask "How would your knowledge of OB help this person?". I read about leadership styles in the morning (there are basically four theories, but I'm not going to go into that now) and got them organised in my head, but in the afternoon I couldn't think about anything connected with OB.

I took the dog for a walk and thought about what I could do in the hours remaining before I go to bed. I decided to do some work for my occupational psychologist, hoping that I would be capable of doing something which required me to use knowledge which I already possess as opposed to trying to cram more knowledge into my hurting head. Our flagship exam consists of 400 questions and takes about 40 minutes to complete; she has contracted with some kibbutz to present a smaller exam which tests for only about six or seven characteristics. My job was to figure out which questions needed to be asked for those characteristics and prepare an exam program which asked the minimum number of questions needed – as opposed to a plan which we had several years ago in which the examinee answers all the questions, but scores are generated only for the characteristics that we want to measure.

The first part of this was easy, setting up a resource file which contained the necessary questions in English and Hebrew. Then I wasted about an hour trying to automate the production of an equivalent resource file with Russian questions before I realised that I was on the wrong track (does the word 'unicode' mean anything?). Once the penny dropped, I hand edited the existing Russian resource file, whittling it down from 400 questions to 246 (which is the number of questions in the new exam). This effort may be pointless as there may be no Russian speakers who will answer the questionnaire, but it's better to do the work now then later.

Then I started trying to convert the exisiting exam to use only 246 questions instead of 400. This actually shouldn't be too difficult as the code is fairly parameterised. As I want to use the existing report generator and store examinees' results along with everyone elses, the exam program has to use the same file format for its output, and this includes a 480 element array for the answers. Why 480? Because originally the exam had 480 questions before we scaled it down slightly to 400. The current resource file has a list of non-existing questions (80 numbers) and sets the appropriate elements in the results array to a certain value. I hit a conceptual block when considering how I was going to implement this list in the new exam. I had done enough work for one evening, so I tried to watch the news and then had a shower.

As funny as it may seem, I do a lot of creative work in the shower, and the answer to my conceptual problem swiftly appeared. I had been storing the list of non-existing questions as a string in this format '1,5,12,218, 337', etc. As a (small) string in Delphi can hold only 255 characters, it would seem that the list is limited to only about 90 questions. This was ok when I had 80 questions not to be included but was unsuitable for 234. The answer in retrospect was easy: store in the resource file two strings (because the length is limited), where each element represents a question. If the element is '1', then the question is valid, and if the element is '0' then the question is not to be asked. Thus the strings stored in the resource file will be something like '00011110011010….'. In the exam, I will load these strings from the resource file, traverse them and mark the array in the output file appropriately.

I also need a flag in the results program to signify the fact that an examinee took the shortened exam and that results should be calculated appropriately. I know how I'm going to do this, but haven't got there timewise yet.

Monday, February 22, 2010

Organisational Behaviour/2

I was not in Dubai and neither was my passport. It happens that I know (or rather, knew - I've haven't seen this person in maybe 20 years) someone whose passport apparently was in Dubai. Not surprisingly, he is somewhat upset, especially as his real passport is in his possession, and that he wants to travel to the 2012 Olympic Games; he is afraid that he will be stopped and arrested when he arrives in Britain.

I started a new MBA course in economics two weeks ago and am enjoying it. This reminds me why I am studying for an MBA degree - the intellectual challenge and enjoyment. Organisational Behaviour has cast such a shadow that I forgot that learning can be fun. Regarding OB, I am revising and reviewing the material almost daily, but it is so difficult to retain anything. Today I was doing multiple choice questions on the home university's website; the advantage of doing is this that one gets to know the answers and why they were chosen. Out of four answers in a multiple choice question, there can often be three which are right - but one will be 'more right' (or optimal) than the others. We have another revision meeting next week, and the exam is in two weeks time.

I have been trying the 'learning with smell' technique but it isn't too successful as I don't have a good sense of smell. I think that I ruined it during my last year of university when I did a two month lab project which had me working with acetonitrile all the time. This is a rather foul smelling liquid, and I don't think that the lab was too well ventilated. I have been 'learning with sound', but of course I can't take the exam while listening to an mp3 player. Fortunately, I have a musical mind and can normally remember most pieces of music.

If I am worried about the OB exam (and believe me, I am worried, and even have nightmares about it), then the focus lies not in the multiple choice questions (which carry only 25% of the marks) but in the three essay questions. I look at sample questions and haven't a clue what to answer.

Wednesday, February 10, 2010

Licensing a song/2

I wrote about a month ago about the process of licensing Randy Newman's "Something special" for a new Little Criminals disk. I finally received an answer
In order to issue you a one-time mechanical license for our minimum of 1000 units and a one-time DPD license for our minimum of 1000 units, please complete the requested information below.

The mechanical rate is dependent on the length of the composition, as per the US Copyright act. Each unit is $0.091 (9.1 cents) as long as the composition length is under 5 minutes, which your recording of "Something Special" is. 

Once licenses are issued you will pay $91.00 for a mechanical and $91.00 for a digital download (DPD) license.
The only problem with the above is the quantity: I doubt that we'll even get to 200 copies (hard and soft combined), so the above license is ten times too large. I have written back asking the publisher to lower the minimum amount but I'm not expecting too much.

In lieu of including 'Something Special', I decided to prepare my version of 'Dayton Ohio 1903', a somewhat nondescript song which earned a slightly jazzy arrangement. Thinking about it today, I realised that the opening flute lick could be harmonised, so I slightly revised my arrangement. One good thing about digital music is that I can change notes for one instrument without affecting anything else - and still have my vocals perfectly synchronised. 

Sunday, February 07, 2010

The body

Our satellite TV supplier broadcast a film, "The Body", during the week. I only recorded it because I saw that it starred Olivia Williams, an actress of whom I can never get enough. I was pleasantly surprised to discover that the film was what might be termed an 'archeological thriller' set in Jerusalem (and totally filmed on location). Ms Williams is an Israeli archeologist, although no attempt whatsoever was made to explain away her British accent. Similarly, British workhorse actor John Shrapnel was also cast as an Israeli (and spoke some words in Hebrew, correct grammatically, but with a ludicrous accent), despite his British vowels. 

Both these actors were seldom without a cigarette in their mouths; this was shown so much that I wonder whether the film was hinting that Israelis are heavy smokers. Fortunately, the percentage of smokers has decreased dramatically and the ban on smoking inside buildings means that I rarely - if ever - have to smell cigarette smoke.

At one stage, Antonio Banderas, cast as a Spanish priest (at least they got his ancestry correct), drives to a monastery to visit another priest who is hiding lest someone kill him (one has to watch the film to understand why). That monastery is only a few kilometres from my home, and as it is floodlit every night, I can see it from my balcony. As shown in the film (and in real life), the building has two stories, but one sequence apparently has Banderas running up three flights of stairs....

The film is primarily concerned with the discovery of a set of bones belonging to someone who had been crucified. As someone points out at the beginning, Romans only crucified poor people, yet the skeleton was found in a rich man's grave. People begin to suspect that the bones belong to Jesus, which is why the Pope dispatches Banderas to investigate, alongside his Israeli colleagues. 

Not being a Christian myself, I can only partially understand the emotional upset which would be caused by finding Jesus' bones (although at the end, one realises that the bones belonged to someone else). I can understand how important this would be, but the part about the find negating their belief I can only appreciate intellectually and am not qualified to comment whether it would be true.

Incidentally, no Jew would refer to Jesus as Christ, this being 'Messiah' in Greek. As far as the Jews are concerned, the Messiah has yet to come. The Jewish Israelis in the film refer to Jesus as Christ, and this seems to be a mistake in my opinion (no one has yet pointed this out in IMDB). One interesting point of interest appeared when I looked at the Hebrew subtitles: Jesus in Hebrew is 'Yeshu', spelt yod, shin, vav, ayin [ישוע]. The word for 'saviour' is 'moshia', spelt mem, vav, shin, yod, ayin [מושיע]. The laws of Hebrew grammar suggest to me that the two words have the same three letter root, yod, shin, ayin; very interesting theologically if this is true.

Saturday, February 06, 2010

Strict Joy

The last few weeks seem to have been quite manic, with not enough hours in each day to complete all the tasks. The only thing which I remember clearly are several lectures on Organisational Behaviour (if only I could remember the contents of the lectures and not just the fact of the lectures' existence!), and these were set against a backdrop of the album 'Strict Joy' by The Swell Season. I had read about them in the arts supplement of the weekend newspaper and my interest had been piqued.

This is a very sparse album, much sparser than the usual fare to which I listen, but this sparseness is offset by the raw emotionality presented by the duo, Glen Hansard and Marketa Irglova. Their previous (and initial) recording apparently was about their falling in love, and this album is about their personal - but not professional - separation. The reviewer in the newspaper pegged it as a one of the great breakup albums, but this time with a twist: both protagonists participate in the record. 

I can't say that Glen presents his side of the breakup and Marketa her side; I don't really listen to the lyrics properly and put them together in the sense of a song. In a very limited sense, I listen to the words in an autistic matter: I can see the parts but can't put the whole together as a whole. The same thing cannot be said for the music, though. The opening "Low rising" is presented as a soul song with full band and brass accompaniment, but other songs feature only acoustic guitar and/or piano. There is good variation in the rhythms: 4/4 is followed by a fast 3/4, there's at least one song in 12/8 and one in 5/4. That's the sort of thing that appeals to my brain.

The reviewer mentioned other breakup albums, such as 'Over' by Peter Hammill. The Hammill connection is interesting, as one of the songs on the bonus, live, disc entitled "Lies" sounds remarkably as if it were written by Peter. [Side note: maybe in recognition of this fact, I played "Chameleon in the silence of the night" for the first time in years and was blown away by the intensity of the recording].

The same reviewer, in an earlier column, mentioned a group called The Clientele. I managed to lay my hands on their four albums, but found them much less convincing than The Swell Season. At their best, The Clientele are somewhat poppy and reminiscient of earlier musical days and are good. Unfortunately, the songwriting seems to have taken a step back on their latest release, "Bonfires on the Heath", and there are a few songs which actively annoy me, so much so that I find it difficult to listen to this album after the opening three songs. Have they not heard of syncopation? I would have written their horn parts with different rhythmic accents, and the insistence of falling straight on the beat has me pulling my hair. That said, their second and third albums, "Strange Geometry" and "God save the Clientele" are better.

Reading matter: "The Goal" by Eliyahu Goldratt and Jeff Cox was recommended in my studies, and I definitely pass this recommendation on. This is essential reading for any MBA student. The only real problem with this book is that it is dated; it was written at least twenty years ago when there were no cell phones and no Internet, a time when ERP programs were in their infancy. Any manager working in a factory will understand and identify with the issues, even if they seem to be dealt with too easily. 

The other book of the past few weeks has been "Juliet, Naked" by Nick Hornby. The author returns to his music based background of "High Fidelity" and presents a very familiar picture in the first two chapters of a non-entity engrossed and obsessed with a singer songwriter who disappeared after releasing his masterpiece "Juliet", also a breakup album. It seems that nothing so inspires art so much as breaking up with one's significant other. As Neil Sedaka once wrote, "Breaking up is hard to do", or as my mates and I parodied/paid tribute to it, "Breaking down ain't hard to do" (a motorbike song). After the opening two chapters, two of the novel's major characters have a breakup of their own, and the the book turns to a new direction when the long lost s/s becomes a major character in his own right.

Monday, January 18, 2010

Keith Tippett Group – "Dedicated to you, but you weren't listening"

Remember Keith Tippett? He was the weird pianist who played on two early King Crimson records ("In the wake of Poseidon" and "Lizard"). He had a 'style' which sounded like he gathered up all the keys and tossed them in the air. At one time, Robert Fripp offered Tippett the job of joint musical director of KC.

I was quite excited when I found an online copy of  this album, expecting some striking but challenging music. How wrong can one be! Not surprisingly, the album sounds like the Soft Machine (six of the eleven musicians playing on the record had already recorded or would record with the Softs), specifically "Fletcher's Blemish" on "Soft Machine IV". "Fletcher's" is the track which I like least on that record, and unfortunately the Tippett record is forty minutes of squealing in the same manner.

I had burnt a copy of the album onto cd for listening purposes, specifically for the car journey from home to my MBA studies on Friday morning. The disk found its way into the nearest dustbin when I arrived.

Sunday, January 10, 2010

Organisational Behaviour

The second course which I have taken for my MBA degree is in Organisational Behaviour (OB). I thought that this would be a relatively simple course after the rigours of Accountancy, but I was mistaken. It is clear that some courses are maths based (accountancy, economics, finance) whereas others are word based (ob, sales, human resource management). I am definitely maths orientated, making those courses which are considered to be 'hard' easier than those courses which are supposed to be 'soft'.

It's not that I don't understand the material; a fair amount seems to be self-evident. It's more that it seems that one simply has to remember a large amount of material and regurgitate it the exam, as opposed to learning a set of rules and how to apply those rules to differing sets of numbers (accountancy). The ob material has to fight for valuable real estate in my memory and needs a larger area than the abstract rules necessary for accountancy.

When I was young, I was blessed with a prodigious memory, and this memory helped conceal the fact that I wasn't used to synthesizing knowledge from what I had previously learnt. This became apparent at around the age of fifteen, and for a few years I floundered until I acclimatised, taking in basic facts, abstracting from them rules, and then using those rules to apply the basic facts in new settings. This is basically what I have been doing at work for the last twenty years and is the basis of my professional 'fame'.

This approach isn't working with ob and I am becoming slightly worried about how I am going to perform in the approaching exam. To add to my worries, I checked the MBA timetable. The ob course is scheduled to finish at the end of January, but the exam will be in March. My third course, Economics, will start in the second week of February. So there will be a two week period when I have no studies and then a three week period in which I will be studying one course but revising for a previous one. This might have been acceptable when I was a full time student, but now it's going to be difficult, especially as I have a mentally challenging full-time job which occupies me during the day.

How can this be? I assume that the following theory is true: the exams for the semester beginning in February are held in June. Counting back to allow for fifteen lectures and a short revision period means that the course has to start in February. Heriott Watt University has determined that exams should be held in December, March and June (basically every three months). So there is a small overlap in February and March. Ok, I hear you ask, why can't the December courses last longer or start later than a few days after the previous semester's exams? Because the students have already started a new course, and because the lecturer teaching the ob course has embarked upon teaching yet another semester of ob. 

I am tempted to attend the first few lectures of the new semester's ob course whilst simultaneously studying economics, in order to help retain the material. Fortunately there is no time table clash, but on the other hand, it means carrying on making two journeys a week to the college (economics will be at my favourite time, Friday mornings between 8-11am, whereas ob will be on Wednesday evenings, 6-9pm).

In an attempt to help me study and remember the ob material, I am about to attempt a technique described in the book "Brain Rules". I am going to dab a little perfume on the back of my right hand and then read the material. I am going to do this every time I study. I am going to do this prior to the exam. The theory is that the brain makes a connection between the perfume and the ob material, or as we could call it in database theory, the perfume serves to index the ob material. Thus smelling the perfume is supposed to cause immediate recall of all the material.

Saturday, January 09, 2010

Licensing a song

The Randy Newman Internet mailing list (aka 'Little Criminals') is girding up its loins for a new cd. There have already been previous cds: the first was a single cd (including my version of "Last night I had a dream"), the second was a double (my contribution being "Jolly Coppers"). So I don't know whether the new one will be our third or our fourth. Complicating matters is another double cd in which Little Criminals performed their own songs ("All I want" and "Before noon" being my songs), so maybe the new cd will be the fourth, fifth or sixth. Complicated!

The cd's organiser (Susan) has asked for every contributor to produce a valid mechanical license for the song being performed. As the first LC cd was organised by someone who worked in music publishing, she worried about getting the licenses; the second cd organiser also worried about the licenses. The wikipedia article states that a mechanical license is not generally required for an artist who is recording and distributing their own work, and so the problem did not arise in the third cd.

I want to contribute my version of "Something Special", which has been laying in the vaults for several years, gathering dust. Susan suggested that all contributors first try to get a license via the Harry Fox Organisation which easily allows one to obtain a limited quantity license. Unfortunately, the song which I want is not available via HFO and so I have now written to the song's publishers to ask for a license.

I am hoping that they will ask a nominal sum for the license. According to Susan, a license from HFO for the quantities that we will produce will cost about $20, which is definitely nominal. If I get quoted a sum which differs radically from this, I will have to consider contributing a different song, one which is in the HFA catalogue. The first song which springs to mind is "Every time it rains", but this song has already been covered twice on previous cds. Whilst my version is somewhat different, I would prefer there to be no comparisons.

Saturday, January 02, 2010

Does Satie have friends in Hollywood

It seems that Erik Satie, French minimalist composer from a hundred years ago, is having a renaissance in Hollywood. Last week I saw the film 'Elegy', in which Ben Kingsley, amongst other things, is a pianist who likes to play Satie's "Sarabandes" in order to get the juices flowing.

Today I saw bits of the film "The painted veil" (Edward Norton, Naomi Watts), and this too had Satie on the soundtrack.