Sunday, April 29, 2007

Science News

Darwin was not fond of the shape of his nose
More from the Darwin v Asa Grey design debate.

Black Holes as Portals to other Universes
A meme that will not die. Think of all the possibilities if it were correct.


Black Holes as Quantum Computers
I liked these quote:

Passengers on a spaceship would like some guarantee that when they fall into this black hole and get smooshed into the singularity, they can be recreated as it evaporates.


"And you'd have to collect every little piece of Hawking radiation because the spaceship would get spread out with everything that fell into the black hole – ever," Gottesman says. "So you'd have to sort out which bits were the spaceship and which bits were other things. It's implausible."

All of this is a consequence of the belief that Black Holes don't destroy information (Hawking lost a bet on this one).

A Bioplastic that is also boil-proof (up to a point)

In the News XXVI

Harder Line in Iran Hurts Women
More proof that the country is moving backward.

More proof that Chavez is willing to bankrupt his country to ensure his regional popularity
Now it would be of interest to note what the Greenie movement think of this new promotion of fossil fuels by the left's favourite dictator.

Death of Boris Yeltsin
He helped defeat Communism in the Old Evil Evil but his legacy as a leader is very much mixed.

Democrats strategy is clear - Bash Bush as much as possible.,0,2728814.story?coll=hc-nationworld-heds-breaking

Saturday, April 28, 2007

An E-mail Correspondence of Personal Note

I have been involved as of late in an ongoing debate with an several individuals on the University Communication system. The following is an excerpt of one of my responses:

To **

(Comments in red refer to earlier e-mail challenges from **)

I was hoping that by this stage in our correspondence that you would have progressed beyond the Bush-bashing fixation that seems to have afflicted many on this board. Clearly I am wrong on this particular account. I was reflecting recently on our ongoing discussion and I believe that the primary difference between us is that I see the War on a Terror as a truism that must be won. Just as history has shown us already that the war against Fascism and Communism were necessary fights. You appear to be more ambivalent about the concept if not entirely skeptical. This is a critical difference and in your e-mails I can see how it permeates your thought.

In a way this saddens me as I was looking forward to us reaching a middle ground but your decision to use images from sites that vilifies Israel while conveniently downplaying suicide bombings, International Arab hostility to Israel (indeed the Israeli-Palestinian issue is much more than its name implies and has always been so) and contemporary Muslim Anti-Semitism is disturbing. As one who favours a two-state solution I find that your choice of pandering to such obvious propaganda disappointing. In short I expected more from you than a rehashing of the anti-Israel bile that has become so common these days.

Now you accuse me of not seeing the perspective of others. While it is tempting to resort to the analogy of the ‘kettle calling the pot black’ I will take a different stance to this suggestion. I believe that right leaners like myself (as you call us) are closer to the Kohlbergian Apex (he believes that right leaners fall short of this goal) than our accusers – as we seek to extend the benefits that we enjoy to others. That is why I support the overthrow of the Taliban and that is why I agree with toppling of Sadaam Hussein's regime (although I oppose the methodology and the timing of the action). It is also the reason why I take issue with emerging dictators such as Hugo Chavez when they hide behind a cloak of populism and Anti-American rhetoric to systematically undermine the freedom of their people. On this level my views seem to put me in contrast with the so-calle d left – who seem to oppose all solutions that are not framed by socialist or post-socialist discourse. I am however also in disagreement with the Paleo-Conservatives who are still trapped by the mind meld of isolation.

I cannot tell you how a four year old thinks or whether they see Osama Bin Laden as being more worthy than Abraham Lincoln (he asked me to think about this point). I believe though that over time – with the spread of democracy – the reality will improve. Yes the current situation is very difficult right now but I believe we (the West) must resist the temptation to appease totalitarianism and intolerance (a trap we have fallen into before). While I am not certain whether the life of a four year old boy in Baghdad is better at this particular point in time than it once was on (I do know that it is better for girls in Afghanistan) - I have understood from looking at both sides that it is not as grim as your Cassandra like outlook seems to indicate.

As for the ‘Impeach Bush’ site (he referenced this earlier), I again would exercise personal caution - despite the Bells and Whistles – it too falls into the paradigm of downplaying the War on Terror – for the sake of political expediency.

Best Wishes

Saturday, April 21, 2007

Father and Son Chess - A Learning Process


Event: A father teaching his seven year old son to play chess.
Setting: A Sunday Afternoon – February 4th 2007. A large dining room table sits at the center of a well decorated room. Father and son position themselves at one end of the table alongside each other with a chess board in between them. Chairs are comfortable but slightly formal. Room temperature and humidity in the environment appear to be set to an optimum level. The chess board used has a cardboard base, all the pieces are wooden and easy to manipulate for both parties. Both father and son are casually dressed.
Participants: Father – age 38. Son – age 7. I (the observer) sit on the other side of the table taking notes with a clear view of the activity on hand. Both participants are aware of the purpose of my presence.
Code: Language used is English with the father simplifying his terminology to facilitate the exchange of meaningful dialogue. The son’s speech is typical of a suburban upper middle class seven year old male. The father, like myself, speaks with a South African accent and is of Jewish descent.
Topic: The topic focuses almost exclusively on the father identifying each of the distinct chess pieces and demonstrating kinesthetically how each piece moves.
The purpose of the game is expounded on. My observation continues until the beginning of a real game.

Research Notes: Use of field journal to record various nuances and key observations. Point form preferred. Observer interruption minimized. Sense of informal note taking orchestrated as efficiently as possible in order not to detract from the attention of the observed parties.


Took 10 minutes or so for the two to finally settle down to begin the session. They had arranged this ‘get-together’ a few days earlier after the son had seen a program on TV that had mentioned the game.
The father opened up the board and explained to his son that chess was a thinking game and that the main idea was to prevent the king (which he picked up and identified) from being able to move. If the king of your opponent was trapped in such a way that it couldn’t move then you won by checkmate.
The son was initially impatient and wanted to know what all the other pieces were used for.
The father told him to wait as all ‘will be revealed soon’.
First piece shown was the pawn. The father explained that although the pawn cannot move far they can be very useful in a game to block your opponent. The son was impressed with the fact that a pawn can move vertically but take other pieces diagonally. The father mentioned that each side had eight pawns to start off with.
The next piece demonstrated was the knight (horse). The father explained how the knight can move in an L-shape. He placed a knight in the center of the board and then showed all the possible squares that the knight could move to by following the L-shaped pattern. He then handed the piece to his son who proceeded to replicate what he had just seen. The son’s effort was largely successful although a few times he ran ahead three squares instead of two before making the turn into the L-pattern. The father corrected him by emphasizing (with sensitivity) that the L-shape move has to involve three squares. The son then tried again and it appeared as though he had mastered the concept.
The father said that there was ‘something neat about the knight as well’ in that it is the only piece in chess that can ‘jump other pieces’. The son wanted to know what he meant by that. The father then placed two pawns in front of the knight and then proceeded to jump them. The son’s face lit up and he smiled.
Next came the bishop. The son first of all wanted to know what a bishop is. The father explained to him that the bishop was an important person in the church –‘kinda like a super rabbi for Christians’. The son nodded to indicate understanding and laughed. The father then continued by stating that the bishop was ‘Mr. Diagonal’. ‘Bishops can move right across the board but had to always stay on the same coloured square’. The son grabbed one of the bishops and started ‘zooming’ around the board with it. The father told him that he had the idea and then added that each side in a chess game has two bishops one for each colour square. The son then took the second bishop and began moving around the board with both of them together. After a minute or so the son appeared comfortable with the idea and then grabbed one of the rooks which he referred to as a ‘castle’.
The father showed how the rooks moved both horizontally and vertically. At which point the son made an astute observation that all possible moves could then be covered by the rooks and the bishops together. The father was taken aback by such a realization and smiled at me (with the kind of smile that says ‘isn’t my kid bright?’). I smiled back.
Sensing that his son was progressing through this mini-lesson., the father then introduced the Queen, which he said had ‘all the powers of both a bishop and a rook and was therefore the single strongest piece on the board. The son interrupted by stating that he thought the king was the most important piece. ‘Yes’ said the father ‘but for different reasons’. ‘In chess you have to prevent the king from moving at all in order to win but the king itself can only move one block at a time and was therefore in a way weak. ‘The queen can move across many squares but if you lose the queen the game doesn’t end’ he continued. The son seemed a bit confused by this concept and fired back with the retort ‘Why can’t the king move many squares?’ The father sat back and thought about this. ‘That’s how it was made up when the game was invented. It makes Chess matches interesting’ he said. ‘I guess you don’t want to make the king too powerful. The game becomes boring’ The son still appeared to express his doubts as indicated by his shrugging shoulder motion. Lets play said the father ‘I’ll show you’. ‘Yay!’ said the son.

The father then started to set up the pieces and instructed the son to follow as shown. Now they were ready to play. The first move by the father (playing white) was the conventional pawn to king four. The game has begun.

(Total Time of lesson to this point: 25 minutes Although the session continued for ten minutes after this point I will end this particular set of observations here to discuss the analysis of the observations).


The father chose a ‘bottom-up’ approach to teach his son the game. This involved a breakdown of the subject (chess in this case) into its simplest units (the pieces) and an understanding of the strengths and limitations of each piece before progression toward the end initiative, the playing of the game, was undertaken. This contrasts sharply with the ‘let-us-play-and-see-and-we-will-learn-on-the fly’ approach often used when first introduced to such board games as Monopoly and Careers. The latter focuses on the general, before dissecting out the specific, and carries with it a top-down philosophy.

This is not to say that the father avoided the big picture of the game. To the contrary his first concept passed on to the son is the big picture of the game’s overall intention viz. the checkmating of the king.

The dad’s systematic explanation of each of the pieces (from weakest to strongest) fits in with a rational linear explanation that to some extent may be the product of his training as an engineer, where reductionist cartesian thought is often used to unravel the complexity of a system. Thankfully for him, the son had the patience (for the most part) to follow the buildup of knowledge without giving into the inclination right away of wanting to play the game immediately.

To a large extent the father made excellent use of alternating the pure transmission of lesson with a hands-on approach. Allowing his son to play with the pieces, thereby solidifying the workings in his mind of their respective dynamics, was a very useful approach. This was most important with respect to the knight whose workings require assisted learning facilitation to incorporate into the knowledge profile.

Language was key to the learning process that occurred here. At no point did the father rush through the explanation (despite the temptation) and was justifiably rewarded by his son reaching the rich conclusion regarding the aggregate strength of both the rook and the bishop – a vital stepping stone to appreciating the power of the Queen.

Simplification of terminology was essential – such as the use of the term L-Shaped – as well as language colloquialisms like ‘neato’ and ‘Mr. Diagonal’ which contextualize the foreign nature of the knowledge learnt to better accommodate the cognitive dissonance that has occurred.

Placing ideas in a prior frame of reference were also noteworthy especially the description of the bishop as a ‘super rabbi’ - a construct which fits in well with the son’s upbringing in a fairly observant Jewish family.
My chief criticism of this learning process is that it has a feel of a monkey-see-monkey-do approach which detracts from a constructivist methodology. However on an efficiency level, it is quick and direct, bringing together the foundations which can then be linked together in the nexus of the actual game.

This I believe was the father’s intention and although he understood that all knowledge cannot be delivered immediately, for fear of assimilation overload and rejection, his decision to progress through the increment of the building block has merit. A point further emphasized by his son’s verbal acclamation of enthusiasm before the board setup.

Monday, April 16, 2007

World Cup Cricket Update

Ok its official. Nothing short of a natural disaster will prevent the Australians from clinching the World Cup of Cricket. After demolishing Sri Lanka by seven wickets today I am more convinced than ever that the Aussies are miles ahead in strength and skill of the Rest of the World. As for the Proteas (South Africa) if they can beat England (which is doubtful based on current form) they may have a chance of upsetting the apple cart and knocking off the Australians............yeah right!! Who am I trying to kid?

Friday, April 13, 2007

Articles to Think About

Performance Pay for Teachers
Summary from source: teachers could earn annual supplements ranging from 5 percent to 15 percent of their base pay by increasing student learning, demonstrating advanced skills, meeting market needs and, eventually, providing leadership. Leadership activities would include mentoring new and prospective teachers, coaching and evaluating peers, building educational programs for the school and the community, and reaching out to parents.

Removing bad memories
A promising idea but will this make the recipient feel more or less human?
And are bad memories necessary?

In the News XXV

Deconstructing that hypocrite - Al Sharpton
This article on Sharpton really hits the nail on the head.

Chavez says his bit on the fuel issue
Statements put him at odds with the Green Revolution. Talk about a quandary for the left.

Vatican still won't come clean on poor World War II record
Interesting What if? How many lives would have been saved if Pius XII had condemned Nazism from the onset? In those days the Vatican carried much more credibility than it does today.

Zimbabwe: The End is Nigh for Mugabe
It would help if South Africa's Mbeki pulled the rug from beneath the dictastor's feet as well.

Wednesday, April 11, 2007

Education Posts

Tilt of the Campuses toward the left?
No suprise here...but the fact that it is so obvious is very disturbing

Resisting Indoctrination
Link to
An Important quote:
Institutions of higher education are conducted for the common good and not to further the interest of either the individual teacher or the institution as a whole. The common good depends upon the free search for truth and its free exposition." From Statement of Principles on Academic Freedom and Tenure; American Association of University Professors (AAUP)

Threatening Free Speech at San Francisco State
The College Republicans at San Francisco State University recently found themselves under investigation for the offenses of flag desecration and blasphemy. While the disciplinary proceedings ended late last month with a decision not to punish the student group, the investigation itself points to a troubling trend.
For more go to:
Just one campus amongst many in North America.

Tuesday, April 10, 2007

God's Diary

It would be neat if this were God's diary...

The planets would be diverse, so that if you thought that Earth was extraordinary, then you were just scratching the surface. The Andromeda galaxy was to contain planets of rare beauty. This was my experimental galaxy, it was hearing that I introduced such features as oscillating mountain range, vertical seas, meso-morphic caves and organic quick sand pits. But don’t worry the Milky Way and even the Earth based solar system was blessed with its own idiosyncrasies.
All this design and building work happened on Day 5. I could move faster than the angels but I did require some of their help in making sure that the more routine planets such as mercury were correctly designed. They also assisted me in the architectural manipulation of many of the planetary moon. I extended the length of Day 5 to make sure that all the design work was complete. Something that I could have done on others day, except for the fact that it tends to make the angels lazy as well as taking away the true joy of working under pressure. A concept, I feel, every angel assistant creator should experience. The customizing of the planets is my favorite part of the creation process even more so than the life form design which follows on Day 6 (Note: my days outlined in this autobiography and the days of the human bible differ slightly but the general just of the idea is the same). I am not sure why. Even God is sometimes perplexed by some questions, but I suppose it has something to do with its appeal to my artistic side.

888 was slowly taking shape, it would be a novel universe in that the planets I had designed for it were brilliant in their complexity. I felt this to be a personal triumph something that I had failed to achieve in some of my earlier versions. I guess I was inspired to keep to the high standards that the angels had achieved on Day 1. In one way I envied the future inhabitants of 888 for the world that lay before them to explore. That is the problem with being God you can never quite enjoy your own creation as you are aware of all the mysteries, enigmas and nuances which lie within it.

Day 6, was the day of Life. I woke up early to get a head start on preparing the algorithm for the Evolutionary Generator. Carbon was chosen as the basic element for life, although I decided to add both silicon and Germanium life forms to the equation. Carbon with its four valences would be a better choice than Nitrogen which I had used in 857 or Fluoride which I chose for 852 (those Fluoride based insect life forms of 85 were extremely difficult to control and proved to be one of the influential factors leading me to vanquish this Universe). Some of you may ask whether I always stick to the same Periodic Table of Elements when designing the Universe? The answer of course is No. I have worked with over 400 types of Periodic Tables in my life as a creator. Version 357, that exists as the basis for 888 is therefore one of many, but it is also one of my favorites as the majority of elements tend to be stable.

The Universe from a human perspective appears to be incomprehensibly large, unfathomable in its complexity. This is the product of an infinite time worth of creation.
Building life on top of this physical diversity, would appear incredibly daunting, if it were not for the Evolutionary Generator (E.G.) that I invented first before my design of Version 5 (Universe 1 was created without life. In universes 2-4, I created life the old fashioned away by hand).

Saturday, April 07, 2007

A Conversation with Jafrig

Its pure fiction but philosophical.

K: So who are you?
J: I am Jafrig your universal tracker.
K: My unique personal universal tracker?
J: Not exactly. I have 3 million soul entities under my care of which you are just one. However I know all my client’s life stories in side out.
K: Hmmm. What do you mean by that?
J: Well your soul has existed as an independent entity ever since its separation from the Essence complex some time ago. I won’t go into the detail of what this time is right now. My job is to monitor your soul’s growth and performance over time, to see how much individual ‘essence’ it can absorb before its returned to the complex. Therefore I track all your actions and deeds. I know more about you then you do about yourself.
K: Frightening. Am I doing ok then?
J: Not bad. Its not a competition though. Separating the soul from the Essence Complex is more of an experimental trial than anything else.
K: What is the Essence Complex anyway?
J: Difficult to explain, Its basically the soup of everything, The mind of God. When we exist in the Essence Complex our minds become that of a greater entity.
K: So we lose all sense of individuality?
J: Not really because one gains the infinity of God’s mind. That becomes our individuality.
K: Right now as a ‘soul’ I am separated from the Essence. Is my main goal to return to the Essence ? A philosophical objective that seems similar to such Eastern Philosophies as Hinduism or Buddhism.
J: No. The soul has no goal (Gotta love the rhyme). When separated the Essence it exists and is manipulated by a universal tracker such as myself.
K: So you control me?
J: Control is too strong a term. I manipulate circumstances to challenge the soul. You still have free will in any surrounding.
K; You mentioned God early on. Who or what is God?
J: God is a synonym for the Essence Complex at least within my frame of limitation. It may have meaning on a different level. But I am not privy to that.
K: I see so you yourself are partially in the dark ?
J: Yes. Mainly because I myself am separated from the Essence Complex.
K: Are you then a soul.? I am going on the assumption that any entity that is separated from the Essence Complex is a soul.
J: Universal Trackers are souls that are manipulated directly by the Essence Complex.
K: Will my soul eventually be returned to the Essence Complex?
J: Yes. Your journey outside the Essence complex is always temporary.
K: When will I return?
J: I cannot say right now. Still awaiting instructions from the Essence Complex.
K: Okay, the way I see it then is that I will be born over and over again until the Essence Complex decides that I should return to its fold.
J: Precisely.
K: However you are not necessarily reborn as a human and your rebirth can take place anywhere in the Universe

Friday, April 06, 2007

From the Bad to the Good: A Personel Note

I detested or should I say loathed my first year of high school at Pretoria Boys. It was a year in which survival more than anything else was my chief objective. While there were some promising signs that I would see salvation in the future when I think of those dark days of being bullied, tormented and humiliated I still shudder.
You see, I was a pudgy, sensitive kid with a positive attitude. The class that I was sentenced to for the entire school year of 1983 was populated by several ‘thugs’ (how I wish I wouldn’t have to use that word) who saw me and a few others as objects of derision. I remember being spat on, punched, shoved against lockers and mocked for not being the same as the others. Being Jewish did not help either as I learnt first hand a whole battery of insults from kike to yid to yeinkel to of course…jewboy.
Even now as I sit writing this reflection those painful memories still stalk me. Yes I fought back (both physically and mentally) and I remember being told many times that a bully always backs off when you stand up to him. However it never worked. The abuse continued for the entire year and it was only through my relatively strong grades (although far from my potential) that I eventually received placement the following year in a better classroom environment. But the damage to my sense of self was profound. What made it worse was the fact that I felt that I had no recourse for escape. Complaining to the school administration would have invited more torment and besides in those days one would most likely have been told to ‘suck it up and deal with it’ -words that were more hurtful to my being than the physical attacks that I endured.
As for the teachers they too were of no help, many of them were oblivious, or at least it seemed that way, to the goings on in their classroom. Their pedagogic style was strictly transmission based with a strong focus on coverage at all costs. The atmosphere in the classroom seemed to escape them although they frequently resorted to corporal punishment (the use of the cane was all too frequent) to demonstrate who was really in control. It was a world of Darwinian fitness and I was strictly on my own. I would survive but it was a hurtful experience that I would rather have done without.
Fortunately by senior year my determination to succeed academically had advanced me up the ranks of the school’s trophic system. This afforded me the opportunity to earn a place in DB Wylde’s English class. An Oxford don, Wylde was a constant champion of the Socratic method, but what came through most in his teaching was his love for learning and his subject in particular. He went about dissecting Hamlet, Death of a Salesman and Sons and Lovers with a zest that begged us to think beyond the text and transfer our worlds into the milieu of the book.
He understood the spirit of literature and asked us to surpass the obvious to interpret the philosophy. This appealed to me in every sense and I thrived in his classroom. For the first time in my scholastic life I actually looked forward to English classes, which I had earlier relegated to a distant position behind the sciences. My essay writing improved and driven by this new found enthusiasm so did the expansion of my world. I was gaining the early footholds of analytical writing that would serve me well throughout my later university career. Perhaps I would have achieved these skills through other avenues but I must nevertheless offer my gratitude to Mr. Wylde for challenging me to think the ordinary and not to subsist in the mundane, where so many teachers were content in those days in allowing their students to settle.

Thursday, April 05, 2007

30 Universal Annoyances and Wastes of Space

1. Wannabees at Poetry Readings.
2. Man U bandwagon fans.
3. White Guilt Liberals
4. BBC know-it-alls
5. Chomskyites (of the political persuasion)
6. The Moral Majority
7. Control Freaks
8. American Sportcasters talking about Soccer.
9. The Bechtel Lobby
10. Lou Dobbs jingoism
11. Al Sharpton on any given day
12. Polarizers of the Evoluition Debate
13. Religious Fanatics
14. Censors.
15. Sports Egoists
16. Polarizers of the Environmental Debate
17. The Anti-IQ test lobby
18. Dumb-it-down education wonks
19. University lecturers who preach ideology in class
20. The Anti-Semitic Arab Media
21. SUV Drivers on Cellphones in traffic
22. The guy who runs Jew Watch
23. People who use bodily fluids to make 'art'
24. Spam Senders
25. Stupid people in authority
26. The United Nations at times (too often)
27. Jimmy Carter
28. Deconstructionist Zealots
29. People who will do anything for fame
30. Those who refuse to think.

70 Great Comic Book Characters

Judge Dredd from 2000 AD.
Rogue Trooper from 2000 AD.
Tintin from Tintin.
Obelix from Asterix and Obelix.
Dan Dare from Eagle.
Johnny Dexter the 'Hardman' from Roy of the Rovers (now defunct).
Dr. Strange.
Captain Haddock from Tintin.
Homer Simpson from the Simpsons.
Asterix from Asterix and Obelix.
The Entire Gladiator Sporting Team in Spinball from Battle (now defunct).
Jughead Jones from Archie.
Alfred the Butler from Batman.
Johnny Cougar From Tiger (now defunct).
Tommy Barnes from Roy of the Rovers (now defunct).
Getafix the Druid from Asterix and Obelix.
Lisa Simpson from The Simpsons.
Thompson and Thomson from Tintin.
Judge Anderson from 2000 AD.
ABC Warriors from 2000AD.
Skid Solo from Tiger (now defunct).
Snowy the dog from Tintin.
Uncle Scrooge.
Wolverine from the X-Men.
Hot Shot Hamish from Tiger and Roy of the Rovers (now defunct).
Charlie of Charlie's War from Battle (now defunct).
Roy Race aka Roy of the Rovers.
Dick Tracy.
Green Arrow.
Numbskulls from Beezer.
Professor Calculus from Tintin.
Jet Jungle (popular in South Africa).
Billy Dane of Billy's Boots fame.
Johnny Red from Battle (now defunct).
Donald Duck.
The Flash.
Richie Rich.
Dogmatix from Asterix and Obelix.
Mighty Mouse from Roy of the Rovers (now defunct).
Scarlet Hornet.
Cadbury the Butler from Richie Rich.
Marge Simpson from the Simpsons.
Archie Andrews from Archie.
Green Lantern.
Jane from Tarzan.
The Hawk.
Casper the Friendly Ghost.
The Shadow.
Prince Valiant.
Conan the Barbarian.
Wally from the Dilbert Cartoon.
Gordon/Ray Stewart in the Safest Hands in Soccer from Roy of the Rovers (now defunct).
Men in Black.
Alice from the Dilbert Cartoon.
Little Lotta.
Colonel Blink from Beezer.
Gnasher from Beano.

Sunday, April 01, 2007

Similar Minds Test

Took the Similar Minds Test - Seems to be a Myers-Briggs Analogue.
To take the Test go to:

Here are my results:

Introverted (I) 55.56% Extroverted (E) 44.44% - MAKES SENSE
Intuitive (N) 83.33% Sensing (S) 16.67% - WOW!! (5:1)
Thinking (T) 54.29% Feeling (F) 45.71% - CAN GO EITHER WAY FOR ME
Perceiving (P) 56.67% Judging (J) 43.33% - THE SAME AS T vs F

Overall: INTP