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I am jealous of the venison. I grew up eating game (venison, all sorts of birds) and don’t get it often nowadays. I need second freezer for meat. Small one to tuck into a corner somewhere. Blueberries + venison = pemmican, the traditional food of natives on the prairies. You can’t trade money for that lifestyle.

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Not a lot of wild game to hunt in these high density coastal cities.

Absolutely. It’s a recurring cost that people don’t think about with all the other high priority items but I’m cognizantly trying to manage this line. It can be a big challenge in a city with lots of yummy diverse choices tho. Easier to cook at home in remote towns with less temptations.

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I hear a lot of high earners in the bay use Blue Apron and that seems really expensive.

Slow cooker is fantastic to come home to for gourmet soup and hot food in the winters, but what do u do for summers? Can’t just feed the family salad and fruits every day right? Sushi gets expensive regularly. Fresh fruit can’t last week. Frozen smoothies alone isn’t filling enough for kids. Hot dogs aren’t too healthy.

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omg – that sold place in outer sunset is near ABC Bakery – my favorite Chinese restaurant on Noreiga St! Love those sweet buns! mmm

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The Money Turtle says

This is an interesting post. I am from Sydney, Australia and can somewhat relate to this article given Sydney is one of the most expensive cities to live. But the major problem i see with this article is that the expense column has a lot of “good to have’s” vs. necessary expenses. Surely, someone who is on the path to financial freedom thinks and acts differently compared to someone running the rat race and trying to keep up with their peer group.

$300K is a decent amount of money anywhere in the world. I agree it is not enough to be classified as wealthy or rich in SF (or in Sydney) but its enough to give you the ammunition to continue on the path of FIRE whilst leaving a decent lifestyle at the same time.

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Artwork by Sandbox Studio, Chicago with Ana Kova

Before scientists start building the liquid-argon neutrino detectors a mile under the surface in South Dakota, they want to be sure their technology is going to work as expected. In a ProtoDUNE test detector being constructed at CERN, they are testing pieces called “anode plane assemblies.” Each of these panels is made of almost 15 miles (24 kilometers) of precisely tensioned wire that has to lay flat—within a few millimeters. The wire is a mere 150 microns thick—about the width of two hairs. This panel of wires will attract and detect particles produced when neutrinos interact with the liquid argon in the detector—and hundreds will be needed for DUNE.

Artwork by Sandbox Studio, Chicago with Ana Kova

The four DUNE far detector modules, which will sit a mile underground at the Sanford Underground Research Facility in South Dakota, will use electrical components called field cages. These will capture particle tracks set in motion by a neutrino interaction. The different modules will feature different field cage designs, one of which has a target voltage of around 180,000 volts—about 1500 times as much voltage as you’d find in your kitchen toaster—while the other design is planning for 600,000 volts. This is much more than was produced by previous liquid-argon experiments like MicroBooNE and ICARUS (now both part of Fermilab’s short-baseline neutrino program), which typically operate between 70,000 and 80,000 volts. Building such a high-voltage experiment requires design creativity. Even “simple” things, from protecting against power surges and designing feedthroughs—the fancy plugs that bring this high voltage from the power supply to the detector—have to be carefully considered and, in some cases, built from scratch.

Artwork by Sandbox Studio, Chicago with Ana Kova

A supernova is a giant explosion that occurs when a star collapses in on itself. Most people imagine the dramatic burst of light and heat, but much of the energy (around 99 percent) is carried away by neutrinos that can then be recorded here on Earth in neutrino detectors. On an average day, DUNE will typically see a handful of neutrinos coming from the world’s most intense high-energy neutrino beam—around 10 per day at the start of the experiment. Because neutrinos interact very rarely with other matter; scientists must send trillions to their distant detectors to catch even a few. But so many neutrinos are released by a supernova that the detector could see several thousand neutrinos within seconds if a star explodes in our Milky Way galaxy. A dedicated group within DUNE is working on how best to rapidly record the enormous amount of data from a supernova, which will be about 50 terabytes in ten seconds.

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More broadly, the findings here underscore the growing view that classroom engagement is at least as limited and valuable a resource as instructional time. With the advent of No Child Left Behind legislation, the vast majority of U.S. school administrators reduced or completely cut recess time and other breaks during the school day, with the primary motivation of providing more instructional time for standardized test preparation ( Robert Wood Johnson Foundation, 2010 ). Instructional time has been viewed by many administrators as the key, limited resource for improving academic achievement; consequently, the de facto approach to increasing student learning has been to free up instructional time by cutting school activities seen to be unhelpful to standardized test preparation—recess, physical education, art, music, theater, etc. Yet increasing the number of hours in the classroom does not translate to increasing the number of hours of student are attentively learning ( Gettinger and Seibert, 2002 ). Estimates suggest students spend 10–50% of their time at school unengaged and off-task ( Hollowood et al., 1994 ). Like pouring tea into an already full teapot, giving teachers more time to deliver standardized test content is of little value if the vessels are unable to receive. Thus, classroom engagement may in fact be the key, limited resource in academic achievement. Seen in this light, the net benefits of recess, art, music, theater, and physical education for subsequent classroom engagement may easily exceed the tradeoff in instructional time—even apart from their inherent value.

In our view, three tasks are pressing for future research: first, mapping the dose-response curve; second, assessing the net impact of lessons in nature for academic achievement; and third, establishing the generality of the effects here.

A map of the dose-response curve would be of great practical value. How “natural” does a landscape need to be to boost classroom engagement? If a small investment in vegetation outside a school can enable teachers to teach longer periods uninterrupted, such effects might ultimately translate to greater academic achievement in students, and more job satisfaction and less burnout among teachers. Similarly, studying larger doses than those here may reveal even larger benefits. The fact that the effect of each outdoor lesson does not diminish even as such lessons become routine suggests that adding more, or longer, lessons might yield proportionately large benefits. Perhaps instead of going out for lessons once a week, students might go out once or twice a day. Similarly, more prolonged or more intense doses of nature might be worth testing, such as is typical in “all-weather schools” or “outdoor schools” in Europe ( Bentsen and Jensen, 2012 ). The larger landscape of the school in this study included a fishing stream and 30 acres of woodlands and open space that might theoretically be resources for lessons in nature, but the teachers in this study were reluctant to sacrifice the necessary instructional time to walk to those areas. The findings here suggest that the benefits of such larger doses of nature might be well worth investigating.

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