# The Ivory Tower Reconsidered

But I would emphasize one other, indispensable ingredient in this recipe for change: these four young people all summoned the passion, the courage, and the will to act–to take their stand against injustice. … ; but as these four students showed, defying danger and their own doubts, each of us can create our own logic of events and, by acting, turn the dreams of one age into the “inevitabilities” of the next.

–Robert Weisbrot, The Ivory Tower Reconsidered

2007.10.29 Monday CHK2

# 臨界質量

1.1 專博之爭 1.2 第二是沒有意思的

2.1 軟硬智力 2.2 提昇軟硬智力 2.21 提昇硬智力 2.22 硬件常識

2.23 提昇軟智力

2.231 作業系統

2.232 公用程式 Utilities Software: 學海無涯 唯勤是岸

2007.10.27 Saturday (c) CHK2

# Yin and Yang

## Principles

“Everything can be described as either yin or yang.

1. Yin and yang are opposites.

Everything has its opposite—although this is never absolute, only comparative. No one thing is completely yin or completely yang. Each contains the seed of its opposite. For example, cold can turn into hot; “what goes up must come down”.

2. Yin and yang are interdependent.

One cannot exist without the other. For example, day cannot exist without night.

3. Yin and yang can be further subdivided into yin and yang.

Any yin or yang aspect can be further subdivided into yin and yang. For example, temperature can be seen as either hot or cold. However, hot can be further divided into warm or burning; cold into cool or icy.

4. Yin and yang consume and support each other.

Yin and yang are usually held in balance—as one increases, the other decreases. However, imbalances can occur. There are four possible imbalances: Excess yin, excess yang, yin deficiency, yang deficiency.

5. Yin and yang can transform into one another.

At a particular stage, yin can transform into yang and vice versa. For example, night changes into day; warmth cools; life changes to death.

6. Part of Yin is in Yang and part of Yang is in Yin.

The dots in each serve as a reminder that there are always traces of one in the other. For example, humans will always be both good and evil, never completely one or the other.”

— Wikipedia

2007.10.27 Saturday CHK2

# 言無盡

1.1 專博之爭 1.2 第二是沒有意思的

2.1 軟硬智力 2.2 提昇軟硬智力 2.21 提昇硬智力 2.22 硬件常識

2.23 提昇軟智力

2.231 作業系統

2.232 公用程式: 學海無涯 唯勤是岸

2.233 主題程式: 學海無涯 回頭是岸

2.234 程式員寫程式

2007.10.23 Tuesday (c) CHK2

# Universiteit Utrecht 2

Recollections

1994-1995: Art

1995-1997: A.Maths, Physics, Chemistry, Biology, Computer, Art

1997-1999: Pure Maths, Applied Maths, Physics

1999-2002: Philosophy, Physics

2002-2004: Robotics

2004-2005: The Lost Year

2005-2007: General Maths, Additional Maths (Teacher Edition)

2008-2013: Physics (Revolutions) Netherlands

2013-20__: CERN and LHC

2007.02.12 2007.08.30 2007.10.19 2007.10.22 (c) CHK2

# Self Reliance

However, Emerson articulates that although one has unlimited potential in oneself, few actually possess the confidence to develop his mind fully.

–Wikipedia on Emerson’s essay Self Reliance

2007.10.21 Sunday CHK2

# 硬件常識

2.1 軟硬智力

2.2 提昇軟硬智力

2.21 提昇硬智力

2.22 硬件常識:

Picture of a neuron: Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation.

2.23 提昇軟智力

3.11 洗衣機與電飯煲

3.12 鱷魚與長頸鹿

3.2 迷宮

4. 專等於博

2007.10.19 Friday (c) CHK2

# Universiteit Utrecht

Recollections

1994-1995: Art

1995-1997: A.Maths, Physics, Chemistry, Biology, Computer, Art

1997-1999: Pure Maths, Applied Maths, Physics

1999-2002: Philosophy, Physics

2002-2004: Robotics

2004-2005: The Lost Year

2005-2007: General Maths, Additional Maths (Teacher Edition)

2008-2013: Physics (Revolutions) Netherlands

2007.02.12 2007.08.30 2007.10.19 (c) CHK2

# 記陳省身

2007.10.15 Monday CHK2

# Long Traveller

The journey is the destination.

–Me

2007.10.15 Monday (c) CHK2

# 硬智力

2.1 軟硬智力

2.2 提昇軟硬智力

2.21 提昇硬智力

”千萬不要開夜車，這點非常重要…”

2.22 提昇軟智力

3.11 洗衣機與電飯煲

3.12 鱷魚與長頸鹿

3.2 迷宮

4. 專等於博

2007.10.14 Sunday (c) CHK2

# Maths | Physics | Witten

Sir Michael Atiyah said of Witten,

“Although he is definitely a physicist (as his list of publications clearly shows) his command of mathematics is rivalled by few mathematicians, and his ability to interpret physical ideas in mathematical form is quite unique. Time and again he has surprised the mathematical community by his brilliant application of physical insight leading to new and deep mathematical theorems… he has made a profound impact on contemporary mathematics. In his hands physics is once again providing a rich source of inspiration and insight in mathematics. ”

2007.10.13 Saturday CHK2

# 2.1 軟硬智力

1.1 專博之爭

1.2 第二是沒有意思的

1.31 對策一

1.32 對策二

2.1 軟硬智力

2.2 提昇軟硬智力

3.1 洗衣機與電飯煲

3.2 鱷魚與長頸鹿

4. 專等於博

2007.10.10 Wednesday (c) CHK2

# 機會成本

In economics, opportunity cost

1. is the cost of something in terms of an opportunity forgone
(and the benefits which could be received from that opportunity),

2. or the most valuable forgone alternative

(or highest-valued option forgone),
i.e. the second best alternative.

— Wikipedia, Modified by Me

2007.10.07 Tuesday CHK2

# Weighting

Study: Physics PhD Year 1

“Only those who will risk going too far can possibly find out how far one can go.” — T. S. Eliot

2007.10.08 Monday (c) CHK2

# Translation

Generator of Translation

—————————-

$e^{a \frac{d}{dx}} = \sum_{n=0}^\infty \frac{1}{n!} a^n \left( \frac{d}{dx}\right)^n f(x)$

—————————-

$f(x) = \sum_{n=0}^{\infty} \frac{f^{(n)}(a)}{n!}(x-a)^n$

$f(x+a) = \sum_{n=0}^{\infty} \frac{f^{(n)}(a)}{n!} x^n$

$f(a+x) = \sum_{n=0}^{\infty} \frac{f^{(n)}(x)}{n!} a^n$

$= \sum_{n=0}^{\infty} \frac{1}{n!} a^n \left( \frac{d}{dx} \right)^n f(x)$

—————————-

$e^{a \frac{d}{dx}} f(x) = f(x+a)$

2007.10.06 Saturday (c) CHK2

# Recognizer and nurturer of talent

1. It is a rare, special human trait in teachers to be able to deal with students more talented than themselves, being able to kindly and effectively transfer their life experience and body of knowledge to those more gifted.

2. László Rátz was such a teacher, with refined sense for talent that he dealt with as equals, as colleagues, as peers.

3. For instance, when he felt he could no longer provide anything more to Johnny Neumann, he requested the university professor Michael Fekete to help out and teach him.

4. Eugene Wigner was asked in the late 1970’s ‘Do you remember Rátz?’ to which he answered: ‘There he is!’ and pointed to a picture of Rátz on his office wall.

–Wikipedia

2007.10.06 Saturday CHK2