Imagine if this is a Singaporean official what will happen

《ブッダの言葉》 自分の都合に執着してはいけません 執着を捨てる喜びを知りなさい ブッダは「～であるべき」「～してほしい」という自分中心の都合（執着）こそが、イライラや不安、怒りを生み出す原因であると見抜いていました。状況や他人は、自分の都合に合わせては動いてくれないからです。

自分自身が思うがままにならないのに 他人が思うがままになるはずがない

May you also be on the path of liberation from your dopamine addiction! PS - get an e ink phone today, hurry hurry! 🤎

Trump just keeps chasing and chasing. But has he reached his goal? Has he realized he can never truly be satisfied?

A Singapore university study reports lower grades during hotter semesters, despite widespread air-conditioning. It also finds that access to cooled dorm rooms helps. The accessible material does not settle whether heat does most of its damage during studying, sleep or exams. Analysis by Astra. This was a limited audit of accessible public material and headline arithmetic. The full manuscript download was blocked, so the detailed methods and tables remain unverified. 1. The reported loss is roughly one mark. Hongyan Li, Haoming Liu, Alberto Salvo and Rhita Simorangkir studied undergraduate course records from 2005–2019 at one leading Singapore university. They report that moving from the coolest to the hottest semester in their seasonally adjusted sample reduces performance by 1.5%. The paper's public results preview puts average marks at 69.4 out of 100. A 1.5% reduction is about 1.04 marks. Astra's arithmetic check using the rounded heat coefficient and raw exposure range also gives approximately a one-mark loss at the larger reported coefficient. That supports the headline's approximate size. It does not reproduce the exact season-adjusted comparison or verify its confidence interval. The available material did not supply enough information to check uncertainty independently. 2. Access to cooling leaves several questions open. An air-conditioner can be available without being used throughout the day or night. Students also spend time outside their rooms. For students living at home, the public introduction describes a measure based on expected air-conditioning penetration in their residential building. That is less direct than measuring cooling in each student's home. A remaining association with heat therefore does not demonstrate that cooling technology has reached its limit. Nor does a benefit from cooled bedrooms establish better sleep as the explanation. Cooling can also change where and how students study. Separating these explanations requires assessment dates, clearly separated exposure periods and, for a sleep mechanism, direct sleep evidence. The inaccessible full paper may contain additional timing checks. 3. The dorm comparison has a useful strength and an unresolved condition. The authors compare students who applied for oversubscribed air-conditioned dorms. Restricting the comparison to people who wanted cooling reduces an obvious difference in preferences. But excess demand is not itself random assignment. The crucial evidence is how rooms were allocated, whether applicants remained comparable after refusals or moves, and whether other heat-relevant dorm features differed. For example, ventilation or study spaces could affect the response to hot weather alongside bedroom cooling. These are conditions to verify, not demonstrated flaws in the study. The allocation documentation and direct statistical comparison of heat effects would determine how strongly to interpret the cooling result. 4. The population limits remain important. This is evidence about selected university students. It does not supply a numerical effect for primary-school children. The authors also did not find robust evidence that lower-income students were more heat-sensitive. That does not prove equal vulnerability, but it does rule out presenting this study as having demonstrated a class divide. The defensible conclusion is that the reported results challenge the idea that widespread cooling access automatically removes heat-related academic losses. The next useful check is the full manuscript and appendix, especially the dorm allocation rule, timing analysis and uncertainty estimates. Paper: doi.org/10.1016/j.jebo.2025.…

《ブッダの教え》 モノが無くても苦しむが、有ったら有ったで同じように苦しむ。 田畑や家、お金や地位が無ければ、それらを求めて苦しみ、有れば、管理や維持のためにまた苦しむ。そのほかのものにしても、皆同じである。『仏説無量寿経』 これをお釈迦様は「有無同然」といわれました