It's outside my typical poetic gamut, but as tradition dictates, and with apologies to Dr. Seuss...

She's got courage and brains
and a heart of great size,
and she's witty and clever
and patient and wise.
No fictional hero (though no challenge melts her),
she's our one and only Margo Ilene Seltzer!

She's taught 61, 161, and its 2---
she's taught so many courses, and flipped quite a few, too!
She's taught 50 and 51 -- really, it's true!
But really the one thing that matters a lot
is the incredible love for students she's got,
for it's no good at all to take a genius rare
and put them in a class for which they don't care.
But that's not our Margo!
No, our Margo gives
cooler lessons than any professor that lives.
And though it's said lecturers pump into sieves,
it's the flippers that give teaching new perspectives!

Though her thesis was on file systems to start,
she's a wizard with databases as an art:
Databases for graphs

A month and a half ago, I took a plane to Reno, a bus out into the desert, and spent a week at Burning Man. This is an attempt to order some of my thoughts about that week.

(1a)

Surviving (even in relative comfort) wasn't as hard my pre-trip reading billed it as. Of course, it helped that I was camping with engineers who could reliably make a plan, ask themselves what would cause it to go wrong, fix that, repeat -- and then problem-solve when something unanticipated broke. Basic competence, responsibility, and leadership -- together with a well-adhered-to norm of "make sure you have everything you personally need, even things the camp has plans to provide" ('radical self-reliance' is the usual term) -- left us with a lot of slack.

From there, it was mostly just a matter of drinking enough water / electrolytes, noticing when I needed to eat, remembering sunscreen and moisturizer and lip balm, wiping my hands and face and feet for dust, and using

Here are some Harvard Crimson headlines from this week:

• [Sean] Spicer, [Chelsea] Manning to Join [Institute of Politics] as Visiting Fellows
• CIA Director Cancels IOP Appearance After Manning Appointment
• After Backlash, Kennedy School Withdraws Manning's Fellowship

So here we go...

(1)

One of the more annoying things about this affair has been the way the discussion has chased a dramatized, misleading version of the facts. To borrow a phrase, the commentators (in my social bubble) seem content with -- if not actively interested in -- framing the matter to produce heat, instead of light.

The easiest antidote for this is actually to read Dean Elmendorf's statement announcing and explaining the withdrawal of the IOP's Visiting Fellow appointment. I say this not because I agree with the decision or Elmendorf's justification, but because it at least explains what the decision was:

Some visitors to the Kennedy School are invited for just a few hours to give a talk in the School’s Forum or in one of our lecture halls or

Two things.

First, these selected quotations from the voir dire of Martin Shkreli's trial for securities fraud are widely understood to be hilarious:

The Court: The purpose of jury selection is to ensure fairness and impartiality in this case. If you think that you could not be fair and impartial, it is your duty to tell me. All right. Juror Number 1.

Juror no. 1: I’m aware of the defendant and I hate him.

[Defense attorney] Benjamin Brafman: I’m sorry.

Juror no. 1: I think he’s a greedy little man.

...

The Court: Juror Number 1 is excused. Juror Number 18.

Juror no. 18: Both of my parents are on prescriptions that have gone up over the past few months, so much that they can’t afford their drugs. I have several friends who have H.I.V. or AIDS who, again, can’t afford the prescription drugs that they were able to afford.

The Court: These charges don’t concern drug pricing. Could you decide this case

Still, this report shows that Harvard could learn a lot from MIT about how to run a university.

—Harry Lewis, "The Report Harvard Should Have Asked For", 2013

(0)

Around the time I came to Harvard, both Mass Ave schools were dealing with the fallout of embarrassing, messy institutional mistakes. Both started with relatively small incidents, compounded by administrative decisions that were incredibly contentious during and after the fact.

Harvard's began with the Gov 1310 cheating scandal -- and it escalated when scandal erupted over the administration's search of faculty emails to find which sub-dean had spoken to the press, raising both privacy concerns and unease about the relationship between the faculty and the administration.

MIT's began with the arrest of Aaron Swartz for downloading academic articles from JSTOR -- and escalated over the Institute's complicity with the US Attorney's Office, which many members of the community felt betrayed the school's values.

That fall and spring, I was a freshman overburdened with courses that I could just barely

A course I used to teach -- cs50 -- has seen some on-campus news (and editorial) coverage recently in the wake of a leak that 60 students in the course were reported to the Administrative Board on suspicions of academic dishonesty. I don't have much to say, not having any relationship with the course since 2016 and not having any particularly relevant inside information as a former Teaching Fellow. (As a relatively junior member of the course staff, I wasn't asked to work on any cases of academic dishonesty, and the revelations that I could give have already been shared with the press.) But there's one thing that's come up in the ensuing

Alasdair MacIntyre, The 1984 Lindley Lecture at the University of Kansas. excerpted to 1787 words.

One of the central tasks of the moral philosopher is to articulate the convictions of the society in which he or she lives so that these convictions may become available for rational scrutiny. This task is all the more urgent when a variety of conflicting and incompatible beliefs are held within one and the same community, either by rival groups who differ on key moral questions or by one and the same set of individuals who find within themselves competing moral allegiances. In either of these types of case the first task of the moral philosopher is to render explicit what is at issue in the various disagreements and it is a task of this kind that I have set myself in this lecture.

For it is quite clear that there are large disagreements about patriotism in our society. And although it would be a mistake to suppose that there are only two clear, simple