AdLucem

En chokladkaka för din hjärna - och hjärtas hälsa Gjorde en chokladkaka på min födelsedag! Varje ingrediens har en tanke. Syftet är att främja hälsan minst lika mycket som smaksinnet, vilket är min generella filosofi när det gäller mat. Alla ingredienser är en chans att åstadkomma en hälsofrämjande effekt. Förhoppningsvis samverkar även kombinationerna i synergi. Trots att idéen är enkel och konstruktiv är den förekommande matkulturen där en annan. Men vi har alla möjlighet att göra egna val. Jag inkluderar inte hur mycket. Improviserar i köket. Var och en får prova sig fram och välja sina egna kvantiteter. It's like jazz! Jag bifogar länkar (klicka ingredienserna) till vilka produkter jag brukar välja (ej sponsrad). Jag bifogar även länkar till information av hälso- och närings-relevant information för den som vill bilda sig i ämnet, specifikt kring ingredienserna. Mandelmjöl Krossade mandlar Rostade pumpafrön   (I ugn, 160 grader celcius, 10 min) Olivolja Lingon Blåbär Kakao Kak...

  As a thought experiment. Consider the following. For an algorithm computing each step described in a 4 dimensional space-time-diagram. With one temporal axis. Assuming the theory of special relativity. Given this algorithm NP complete we can verify a guess of a solution in polynomial time. One way P = NP here would be if we designed a way to do "perfect" guesses. Essentially the seeming absurdum to invent something that deterministically demonstrates luck. However what if we imagined the set of all possibilities of 4-dimensional space outcomes. Essentially a 5-dimensional space. Within this set the "perfect guess" - ie, the solution exists. So the invention guessing technique of this could be seen as going backwards along the temporal axis from a certain specific "location" along the 5th axis (of possible 4-dimensional space-times) and recording all the steps. Then at the specific temporal point in the projected 4-dimensional space-time plus "lucky...

It is by logic by which we prove but it is by intuition by which we discover -  Henri Poincare  LFP#222

 I don't know exactly what planted cognitive/mental seed gave rise to this dream. I dreamt of trying to catch a hacker in my system. In the middle of the act. I visualised this as creating a trap. Once the hacker was at a certain location in some system-space, the trap was activated. The was a sense of "heureka" perceived at my half awake half dreaming state. As I became more and more lucid the clarification of this feeling somewhat evaporated. Gradually another idea formed. A maze, within which, this hacker was trapped in the middle. By this time, I was awake. I felt that the idea needed some extra dimensions. So I visualised the problem in n-dimensions, where the way out would have to go through all the n dimensions of this hyper-maze. Yet another thought experiment to play around with, with my son. I went to look for a fun book of mazes I bought at the Mathematics Museum in New York 2017. I showed it to my boy to see if it would capture his imagination.  Yes it did. Ev...

 Most educational systems in todays world is not formed to accommodate highly gifted individuals. Therefor there is much to be learned about experimental ways of encouraging, supporting these individuals in ways to give them and the world the gift of their gifts. My own observations is that guidance, education, mentorship, from a mindful from a senior mentor or parent is valuable. It is important to not put the wrong type of incentive upon the student, but rather to create the right environment for thinking, exploration, problem solving, inquire, discovery and development of skills and abilities as well has some insight into self and mental processess of self and others in the context of the world are all of importance. There has to be an element of playfulness and encouragement of play rather than authoritative enforcement of curriculum. The acknowledgement of individual inclination and individual strength and weakness is considered. Play is a way of learning very efficiently and ...

 My son is turned out more and more. to be an inquisitive and explorative mind. He wants to learn mathematics in particular, but not just that. He seems to want to learn about almost everything. He taught himself to read and do simple arithmetics when he was 4 or 5. I found myself explaining simple things from linear algebra to him by that time. Not necessarily that he understood what it was for at that time, but what makes me glad is that he shows a self driven interest and curiosity and a persistence to learn. He was doing simple math in his head and learned the way of thinking quite well, rather than just memorising things. I found it entertaining to find intuitive ways to convey understanding with emphasis on why and how and what things means, or can mean (ie the matter of interpretation/hence thinking as an artform and skill). This I explicitly tell remind him. That it is not so important to be able to do computations with large numbers, but rather to understand the problem yo...

 It seems to me that natural languages tend to be mnemonic in nature. They do not, necessarily follow a literal, logical interpretation.  They appear to have metaphorical qualities, but the way they "connect"/"relate" to each other seems often to have arbitrary chosen symbols, that came about to support human memorisation. The explanation may be anthropological in nature, that is we have long standing spoken traditions, the way knowledge was "cultured" and propagated between and across generations was through practising of spoken traditions. This required effective techniques supporting cognitive constraints. These "cognitive constraints" are likely approximately normally distributed among the human population, and thus language will tend to be formed toward the norm, but will also be practised and used with varying levels of richness, and expressiveness and complexity connected to the individuals verbal and cognitive abilities.  However still. I...