pgbovine.net - Seo Report - 2017-03-23

Visitors: 226.337 by month (estimated)
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Titles:
http://pgbovine.net/code-carabiners.htm
philip guo - code carabiners 28
http://www.pgbovine.net/index.html
philip guo - assistant professor of computer science - university of rochester 78
http://www.pgbovine.net/command-line-bullshittery.htm
philip guo - helping my students overcome command-line bullshittery 67
http://www.pgbovine.net/high-achievers-turning-thirty.htm
philip guo - academic high achievers at age thirty 50
http://pgbovine.net/rosetta/c-demo.html
c rosetta demo 14
http://pgbovine.net/rosetta/cpp-demo.html
c++ rosetta demo 16
http://www.pgbovine.net/grad-student-depression.htm
philip guo - early-stage grad student depression 48
http://pgbovine.net/tech-privilege.htm
philip guo - silent technical privilege 39
http://www.pgbovine.net/
philip guo - assistant professor of computer science - university of rochester 78
http://www.vanessamarques.es/tag-que-llevo-en-mi-bolso
philip guo - writing periods 28
Meta descriptions:
http://www.pgbovine.net/command-line-bullshittery.htm
there are definitely pros and cons for every system out there, but hopefully these quick fixes will offer a bit of help for anyone who decides to go the disqus route. 166
http://pgbovine.net/rosetta/cpp-demo.html
tweet tweet shared marissa mayer's 9 principles of innovation | fast company. shared consumerism and the mission of god: a closer look. shared an office created for people who would rather be outside. shared massimo banzi: how arduino is open-sourcing [hellip;] 262
http://pgbovine.net/tech-privilege.htm
70bb51a9 !-- instancebegineditable name 40
http://www.pgbovine.net/
coin guide, currency and coin values with dictionary for collectors and investors 81
Title (h1 - h6):
http://pgbovine.net/cpython-internals.htm
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<H1> cpython internals: a ten-hour codewalk through the python interpreter source code
<H4> lecture 1 - interpreter and source code overview
<H4> lecture 2 - opcodes and main interpreter loop
<H4> lecture 3 - frames, function calls, and scope
<H4> lecture 4 - pyobject: the core python object
<H4> lecture 5 - example python data types
<H4> lecture 6 - code objects, function objects, and closures
<H4> lecture 7 - iterators
<H4> lecture 8 - user-defined classes and objects
<H4> lecture 9 - generators
<i>programming
<i>screencast video
<i>teaching
http://pgbovine.net/index.html
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<H1> my research spans human-computer interaction, online learning, and computing education.
<H3> about me
<H3> awards and honors
<H3> selected press and media
<H3> current students
<H3> former students
<H3> teaching
http://pgbovine.net/publications.htm
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<H1> selected publications
<H4> 2017
<H4> 2016
<H4> 2015
<H4> 2014
<H4> 2013
<H4> 2012
<H4> 2011
<H4> 2010
<H4> 2009
<H4> 2008
<H4> 2007
<H4> 2006
<b> older adults learning computer programming: motivations, frustrations, and design opportunities
<b> codepilot: scaffolding end-to-end collaborative software development for novice programmers
<b> hack.edu: examining how college hackathons are perceived by student attendees and non-attendees
<b> ds.js: turn any webpage into an example-centric live programming environment for learning data science
<b> omnicode: a novice-oriented live programming environment with always-on run-time value visualizations
<b> torta: generating mixed-media gui and command-line app tutorials using operating-system-wide activity tracing
<b> happyface: identifying and predicting frustrating obstacles for learning programming at scale
<b> paradise unplugged: identifying barriers for female participation on stack overflow
<b> understanding conversational programmers: a perspective from the software industry
<b> codeopticon: real-time, one-to-many human tutoring for computer programming
<b> codechella: multi-user program visualizations for real-time tutoring and collaborative learning
<b> codepourri: creating visual coding tutorials using a volunteer crowd of learners
<b> perceptions of non-cs majors in intro programming: the rise of the conversational programmer
<b> toward a domain-specific visual discussion forum for learning computer programming: an empirical study of a popular mooc forum
<b> how high school, college, and online students differentially engage with an interactive digital textbook
<b> wait-learning: leveraging wait time for second language education
<b> overcode: visualizing variation in student solutions to programming problems at scale
<b> data-driven interaction techniques for improving navigation of educational videos
<b> a direct manipulation language for explaining algorithms
<b> crowdsourcing step-by-step information extraction to enhance existing how-to videos
<b> demographic differences in how students navigate through moocs
<b> how video production affects student engagement: an empirical study of mooc videos
<b> understanding in-video dropouts and interaction peaks in online lecture videos
<b> online python tutor: embeddable web-based program visualization for cs education
<b> characterizing and predicting which bugs get reopened
<b> burrito: wrapping your lab notebook in computational infrastructure
<b> software tools to facilitate research programming
<b> hampi: a solver for word equations over strings, regular expressions and context-free grammars
<b> cde: a tool for creating portable experimental software packages
<b> proactive wrangling: mixed-initiative end-user programming of data transformation scripts
<b> using automatic persistent memoization to facilitate data analysis scripting
<b> sloppy python: using dynamic analysis to automatically add error tolerance to ad-hoc data processing scripts
<b> cde: run any linux application on-demand without installation
<b> cde: using system call interposition to automatically create portable software packages
<b> "not my bug!" and other reasons for software bug report reassignments
<b> characterizing and predicting which bugs get fixed: an empirical study of microsoft windows
<b> towards practical incremental recomputation for scientists: an implementation for the python language
<b> hampi: a solver for string constraints
<b> linux kernel developer responses to static analysis bug reports
<b> automatic creation of sql injection and cross-site scripting attacks
<b> two studies of opportunistic programming: interleaving web foraging, learning, and writing code
<b> opportunistic programming: writing code to prototype, ideate, and discover
<b> opportunistic programming: how rapid ideation and prototyping occur in practice
<b> the daikon system for dynamic detection of likely invariants
<b> dynamic inference of abstract types
<b> automatic inference and enforcement of data structure consistency specifications
<b> a scalable mixed-level approach to dynamic analysis of c and c++ programs
<strong>conferences
<i>conversational programmers
<i>conversational programmers
<i>introduction to computer science and programming using python
<i>how to think like a computer scientist
<i>wait-learning
<i>research programming
<i>just-in-time learning
<i>clarify and extend
<i>remind
<i>opportunistic programming
<i>build software from scratch using high-level tools
<i>copy-and-paste
<i>iterate more rapidly
<i>impermanent
<i>debugging challenges
http://pgbovine.net/photography.htm
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<H1> photography
<strong>i stopped updating this section in 2012 when i finished grad school, so this is mostly here just for nostalgia!
<i>photography
http://pgbovine.net/software.htm
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<H1> personal software projects
<strong>educational software
<strong>ph.d. dissertation research
<strong>photo display and management
<strong>other hacks
<i>software
http://pgbovine.net/writings.htm
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<H1> articles and videos
<H4> 2017
<H4> 2016
<H4> 2015
<H4> 2014
<H4> 2013
<H4> 2012
<H4> 2011
<H4> 2010
<H4> 2009
<H4> 2008
<H4> 2007
<H4> 2006
<H4> 2005
<H4> 2004
<H4> 1998
<strong>will at least 100 people care about this topic three years from now?
http://pgbovine.net/writing-periods.htm
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<H1> writing periods
<strong>high school student
<strong>college student
<strong>master's student
<strong>ph.d. student
<strong>postdoc
<strong>assistant professor
http://courses.pgbovine.net/csc253/
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<H1> welcome to csc 253!
<H3> course philosophy
http://www.kspork.org/category/markets/
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<H1> articles and videos
<H4> 2017
<H4> 2016
<H4> 2015
<H4> 2014
<H4> 2013
<H4> 2012
<H4> 2011
<H4> 2010
<H4> 2009
<H4> 2008
<H4> 2007
<H4> 2006
<H4> 2005
<H4> 2004
<H4> 1998
<strong>will at least 100 people care about this topic three years from now?
http://www.kspork.org/podcast-gene-editing/
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<H1> writing periods
<strong>high school student
<strong>college student
<strong>master's student
<strong>ph.d. student
<strong>postdoc
<strong>assistant professor
http://pgbovine.net/what-is-hci-research.htm
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<H1> what is hci research? and what is its relationship to computer science?
<H3> what is hci research?
<H3> why is hci important to computer science?
<H3> why should hci faculty be part of a computer science (cs) department?
<H3> what are the main challenges of hci research?
<H3> is hci research about building flashy apps?
<H3> how is hci research evaluated?
<H4> we often see cool-looking interactive apps resulting from hci projects. aren't you just doing what tech companies do? where's the research?
<H4> what new knowledge does hci research generate?
<H4> where's the theory behind all of these hci systems?
<H4> what do you measure in an evaluation? aren't metrics of success in hci research inherently subjective?
<strong>understanding
<strong>creating
<i>greenberg and buxton, usability evaluation considered harmful (some of the time), chi 2008
<i>research
<i>human-computer interaction
http://www.kspork.org/heartland-team-gets-firsthand-look-at-u-s-pork-and-beefs-largest-market/
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<H1> my unexpectedly awesome ap computer science class
<H3> mr. h
<H3> unexpectedly awesome
<H3> epilogue
<H3> parting disclaimer
<strong>terrible
<strong>start helping other students
<strong>just a guy who had to learn this stuff from scratch like we were all doing
<i>computing education
<i>high school
http://www.kspork.org/usmef-conducts-u-s-beef-and-pork-events-in-mexico-guatemala/
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<H1> implicit privilege
<H3> related articles
<strong>implicit privileges
<strong>being able to attain my goals through hard work and perseverance
<i>personal
<i>social observations
http://pgbovine.net/tech-privilege.htm
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<H1> silent technical privilege
<H3> silent technical privilege
<H3> the other side
<H3> programmers aren't superheroes
<H3> conclusion
<strong>assume that i knew what i was doing
<i>personal
<i>undergrad education
<i>computing education
http://pgbovine.net/research-paper-summary-summary.htm
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<i>research paper summary
http://pgbovine.net/ap-computer-science.htm
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104000032

<H1> my unexpectedly awesome ap computer science class
<H3> mr. h
<H3> unexpectedly awesome
<H3> epilogue
<H3> parting disclaimer
<strong>terrible
<strong>start helping other students
<strong>just a guy who had to learn this stuff from scratch like we were all doing
<i>computing education
<i>high school
http://pgbovine.net/implicit-privilege.htm
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101000022

<H1> implicit privilege
<H3> related articles
<strong>implicit privileges
<strong>being able to attain my goals through hard work and perseverance
<i>personal
<i>social observations
http://pgbovine.net/five-years-after-phd.htm
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<H1> five years after my ph.d. thesis defense
<i>ph.d. student life
<i>jobs
<i>personal
http://pgbovine.net/prospective-students.htm
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<H1> interested in joining my research lab?
<H3> what it's like to work in my lab
<strong>are you a good programmer?
<strong>are you super reliable?
<strong>are you a strong finisher?
<strong>can you get yourself unstuck?
<strong>are you resilient?
<i>ph.d. student life
<i>undergrad research
<i>grad school applications
http://pgbovine.net/how-to-get-hired.htm
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<H1> how to get hired
<strong>can you get stuff done?
<strong>can you make whoever hired you look good?
<strong>can you bring out the best in those around you?
<strong>be credentialed
<strong>be credible
<strong>be charismatic
<i>jobs
http://pgbovine.net/mmm-student-advising.htm
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<H1> motivation, momentum, and marketability: new faculty edition
<strong>motivation
<strong>momentum
<strong>marketability
<i>productivity
<i>assistant professor life
<i>research advising
http://pgbovine.net/programmers-talking-to-beginners.htm
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<H1> programmers: please don't ever say this to beginners ...
<strong>programmer
<strong>beginner
<strong>programmer
<strong>beginner
<strong>know
<strong>programmer
<strong>beginner
<strong>programmer
<strong>beginner
<i>programming
<i>computing education
http://pgbovine.net/omnicode-paper.htm
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<H1> omnicode: a novice-oriented live programming environment with always-on run-time value visualizations
<b> omnicode: a novice-oriented live programming environment with always-on run-time value visualizations
<b> omnicode: a novice-oriented live programming environment with always-on run-time value visualizations
<strong>displays the entire history of all numerical program values at all execution steps all the time
<strong>participants wanted to use omnicode as a communication aid to facilitate meaningful dialogue about how their code executed
<strong>we're excited by the potential of omnicode to give students and instructors a concrete visual substrate to discuss the details of code execution
<i>research paper summary
<i>human-computer interaction
<i>programming
<i>computing education
http://pgbovine.net/dsjs-paper.htm
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<H1> ds.js: turn any webpage into an example-centric live programming environment for learning data science
<b> ds.js: turn any webpage into an example-centric live programming environment for learning data science
<b> ds.js: turn any webpage into an example-centric live programming environment for learning data science
<strong>but what if instead they could bring a lightweight data science environment directly to their data?
<strong>using the web as a substrate for learning data science
<strong>students can see the original context behind their data while writing analysis code
<i>research paper summary
<i>human-computer interaction
<i>programming
http://pgbovine.net/making-programming-accessible-for-all.htm
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<H1> making programming accessible for all (mit alumni profile)
<i>research
<i>programming
<i>computing education
<i>human-computer interaction
http://pgbovine.net/human-centered-programming-tools.htm
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<H1> human-centered programming tools: spring 2017 class readings
<H4> overview and methodology papers
<H4> web programming
<H4> crowd programming
<H4> data science
<H4> multimedia tutorials
<H4> code understanding
<strong>thus, we picked papers to read for each session based on each student's personal interests and prior research/programming experiences.
<i>research
<i>human-computer interaction
<i>programming
<i>teaching
http://pgbovine.net/older-adults-learning-programming.htm
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<H1> older adults learning computer programming (press release)
<b> older adults learning computer programming: motivations, frustrations, and design opportunities
<i>jobs
<i>research
<i>programming
<i>computing education
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