我鳗鱼 也是一只自由泳的小鸟 @[email protected]

还有我帮我同事写的一个三作论文，发在了顶会上，校刊也拿来做封面了，结果两年过去了引用数为零，我甚至感觉以后也不会有人引用了，因为那个纯粹就是做着好玩的，来彰显我们到底还能怎么玩，我完全不相信有人会用得上那个论文​​

俺就发现俺们这边有一些很重要的、现在基本上人人都在用的方法，论文的引用数也不过五十而已，因为用都是在工业界用了，只有有别的论文想要改进算法或者做相关的算法才会引用这些论文​​

虽然我确实晚上工作效率更高，但每天下午两点才坐到所里的时候还是感到一阵悲愤，特别希望自己能一大早就开始工作，太阳下山之前回家。
这是不是现代社会对我的一种 PUA？还是说日出而作日落而息确实更符合自然规律？

前两天看到时间线上有人提到梦魇…我感觉经过十年的相处，我跟梦魇已经是老朋友了，规律摸得十分清楚——只要是之前没睡好，睡觉（睡醒）的时候又处在比较亮的环境，那么几乎百分百会梦魇。最近三天我就中招两次。
以前我很怕会被困在梦境里，所以拼命挣扎也要醒来，醒来之后往往崩溃大哭，并且接下来的一天几乎做不成什么事。但现在我就不抗争了，任由它把我拉回去，这样不过就是会再多睡一两个小时而已，醒来之后精神也还不错。我觉得梦魇那么努力地把我拉回去，可能真的只是在提醒我睡眠不够，希望我再多睡一会儿吧。

How much science is there on the radio or television talk shows, or on those dreary Sunday morning programmes in which middle-aged white people sit around agreeing with each other?

“in which middle-aged white people sit around agreeing with each other”好好笑​​

荷兰国旗这块儿蓝色被当成水了，好喜欢​​

大家画的东西都好有代表性喔，法国的法棍，断头台，Daft Punk，意大利的披萨，咖啡，但丁，德国的腊肠狗，Die Sendung mit der Maus，Brezel，Döner（？？
中国文化什么的好像没见人画，我就看到一个…原神？？

还有断头台，真的厉害

我好喜欢德法交汇的地方是 arte ​
还有这边国旗中断的地方拿传送门连接起来了​​

罪过，周末明明应该是养精蓄锐的时候，我却熬夜…

Bright, curious children are a national and world resource. They need to be cared for, cherished, and encouraged. But mere encouragement isn’t enough. We must also give them the essential tools to think with.

又或者我的孩子是个没有好奇心的傻子，根本不问这种问题呢？？​​

但可能也是我低估了育儿的劳累程度？如果我烦得要死的时候被问到这样的问题说不定也会态度不好​​

啊啊啊我又看到书里说小孩子有时候十万个为什么的时候会被大人嫌弃/随便打发，我就总想着如果我有孩子一定会好好回答它们“月亮为什么是圆的”“草为什么是绿的”这种问题…

要不明天去逛艺术馆…

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side and light on scepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a ‘dumb question’.
But when I talk to high school seniors, I find something different. They memorize ‘facts’. By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little scepticism. They’re worried about asking ‘dumb’ questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in.