Ma seisan toomemäel

...Ja kuulan kuidas raekoja kellad mängivad "Põhjamaad". Iga hetk pauside vaikust on kullane. Ja iga mu mure — kaob.


"You May Want to Marry My Husband" by Amy Krouse Rosenthal

Over at the New York Times.
I have been trying to write this for a while, but the morphine and lack of juicy cheeseburgers have drained my energy and interfered with whatever prose prowess remains.

Still, I have to stick with it, because I’m facing a deadline, in this case, a pressing one. I need to say this (and say it right) while I have a) your attention, and b) a pulse.



The older I get, the more clearly I see how I need time to recharge batteries by myself.
I enjoy company at work. Mates at workouts. Dancing. But at the end of the day, I need some space to myself.
It may be that I haven't found someone with whom I can feel as at ease with. Maybe.
But, for now, I enjoy my batteries. In common interpretation, solitude often carries a somewhat negative hint with it — I've always found that odd.


"Run… Run, you clever boy — and remember."

It's odd, slightly weird, even. How someone can get right under your skin, just like that.
Though I do suppose it's a bit akin to the snow — not to say just, but still a reflection of what echoes inside of me.
How often in life does it happen to ever take second chances. So why am I still scared?


"How I Rewired My Brain to Become Fluent in Math" by Barbara Oakley

Over at Nautilus. While the title is questionable at best, the content strongly resonates with my own experiences.

The problem with focusing relentlessly on understanding is that math and science students can often grasp essentials of an important idea, but this understanding can quickly slip away without consolidation through practice and repetition. Worse, students often believe they understand something when, in fact, they don’t. By championing the importance of understanding, teachers can inadvertently set their students up for failure as those students blunder in illusions of competence.