We all want to be happy, and happiness is useful for other things, too.For example, happiness improves physical, health,improves creativity,and even enables you to make better decisions.(It's harder to be rational when you're unhappy.)So, as part of a series on how to win at life with science and rationality, let's review the science of happiness.
How to be happierHappiness, then, is an enormously complex thing. Worse, we must remember the difference between experienced happiness and remembered happiness . I can only scratch the surface of happiness research in this tiny post. In short, there is no simple fix for unhappiness; no straight path to bliss.Moreover, happiness will be achieved differently for different people. A person suffering from depression due to chemical imbalance may get more help from a pill than from learning better social skills. A healthy, extroverted, agreeable, conscientious woman can still be unhappy if she is trapped in a bad marriage. Some people were raised by parents whose parenting style did not encourage the development of healthy self-esteem,³³ and they will need to devote significant energy to overcome this deficit. For some, the road to happiness is long. For others, it is short.Below, I review a variety of methods for becoming happier. Some of them I discussed above; many, I did not.These methods are ranked roughly in descending order of importance and effect, based on my own reading of the literature. You will need to think about who you are, what makes you happy, what makes you unhappy, and what you can achieve in order to determine which of the below methods should be attempted first. Also, engaging any of these methods may require that you first gain some mastery over procrastination.Here, then, are some methods for becoming happier³⁴:If you suffer from serious illness, depression, anxiety, paranoia, schizophrenia, or other serious problems, seek professional help first. Here's how .Even if you don't need professional help, you may benefit from some self-exploration and initial guidance from a reductionistic, naturalistic counselor like Tom Clark .Develop the skills and habits associated with extroversion. First, get some decent clothes and learn how to wear them properly. If you're a guy, read  these  books . If you're a girl, ask your girlfriends or try these  books . Next, learn basic social  skills , including body  language . If you're really introverted, practice onChatroulette  or Omegle  first. Next, spend more time with other people, making small talk. Go to meetups  andCouchSurfing  group activities. Practice your skills until they become more natural, and you find yourselfenjoying being in the company of others. Learn how  to be  funny  and practice that, too.Improve your self-esteem and optimism. This is tricky. First, too much self-esteem can lead to harmful narcissism.³⁵ Second, it's not clear that a rationalist can endorse several standard methods for improving one's self esteem (self-serving bias, basking in reflected glory, self-handicapping)³⁶ because they toy with self-deception and anti-epistemology . But there are a few safe ways to increase your self-esteem and optimism. Make use of success spirals, vicarious victory, and mental contrasting, as described here.Improve your agreeableness. In simpler terms, this basically means: increase your empathy. Unfortunately, little is currently known (scientifically) about how to increase one's empathy.³⁷ The usual advice about trying to see things from another's perspective, and thinking more about people less fortunate than oneself, will have to do for now. The organization Roots of Empathy  may have some good advice , too.Improve your conscientiousness. Conscientiousness involves a variety of tendencies: useful organization, strong work ethic, reliability, planning ahead, etc. Each of these individual skills can be learned. The techniques for overcoming procrastination are useful, here. Some people report that books like Getting Things Done  have helped them become more organized and reliable.Develop the habit of gratitude. Savor the good moments throughout each day.³⁸ Spend time thinking about happy memories.³⁹ And at the end of each day, write down 5 things you are grateful for: the roof over your head, your good fortune at being born in a wealthy country, the existence of Less Wrong, the taste of chocolate, the feel of orgasm... whatever. It sounds childish, but it works.⁴⁰Find your purpose and live it. One benefit of religion may be that it gives people a sense of meaning and purpose. Without a magical deity to give you purpose, though, you'll have to find out for yourself what drives you. It may take a while to find it though, and you may have to dip your hands and mind into many fields. But once you find a path that strongly motivates you and fulfills you, take it. (Of course, you might not find one purpose but many.) Having a strong sense of meaning and purpose has a wide range of positive effects.⁴¹ The 'find a purpose' recommendation also offers an illustration of how methods may differ in importance for people. 'Find a purpose' is not always emphasized in happiness literature, but for my own brain chemistry I suspect that finding motivating purposes has made more difference in my life than anything else on this list.Find a more fulfilling job. Few people do what they love for a living. Getting to that point can be difficult and complicated. You may find that doing 10 other things on this list first is needed for you to have a good chance at getting a more fulfilling job. To figure out which career might be full of tasks that you love to do, a RIASEC personality test might help. In the USA, O*NET  can help you find jobs that are in-demand and fit your personality.Improve your relationship with your romantic partner, or find a different one. As with finding a more fulfilling job, this one is complicated, but can have major impact. If you know your relationship isn't going anywhere, you may want to drop it so you can spend more time developing yourself, which will improve future relationships. If you're pretty serious about your partner, there are many things you can do to improve the relationship. Despite being touted widely, "active listening" doesn't predict relationship success.⁴² Tested advice for improving the chances of relationship success and satisfaction include: (1) do novel and exciting things with your partner often⁴³, (2) say positive things to and about your partner at least 5 times more often than you say negative things⁴⁴, (3) spend each week writing about why your relationship is better than some others you know about⁴⁵, (4) qualify every criticism of your partner with a review of one or two of their positive qualities⁴⁶, and (5) stare into each other's eyes more often.⁴⁷Go outside and move your body. This will improve your attention and well-being.⁴⁸Spend more time in flow. Drop impossible tasks in favor of tasks that are at the outer limits of your skillset. Make easy and boring tasks more engaging by turning them into games or adding challenges for yourself.Practice mindfulness regularly. When not in flow, step outside yourself and pay attention to how you are behaving, how your emotions are functioning, and how your current actions work toward your goals. Meditation may help.Avoid consumerism. The things you own do come to own you, in a sense. Consumerism leads to unhappiness.⁴⁹ Unfortunately, you've probably been programmed from birth to see through the lens of consumerism. One way to start deprogramming is by watching this documentary  about the deliberate invention of consumerism by Edward Bernays . After that, you may want to sell or give away many of your possessions and, more importantly, drastically change your purchasing patterns.Note that seeking happiness as an end might be counterproductive. Many people report that constantly checking to see if they are happy actually decreases their happiness - a report that fits with the research on "flow." It may be better to seek some of the above goals as ends, and happiness will be a side-effect.Remember: Happiness will not come from reading articles on the internet. Happiness will come when you do the things research recommends.Good luck!

Happiness is not determined by objective factors, but by how you feel about them.

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EANJOY THIS SONG

SING FU TE SUN CIEN YI WEI

Pie sang kuo te sin hai ke yi ai sei.

Hau Siang Hau Siang = Vicky Chow.3gp

WO SHI ZHEN DE ZHEN DE HEN AI NI

Music And The Brain

I found this interesting article about how music affects the brain, for all you proggers who have always suspected that there was something different about how your grey matter processes music. Turns out you were right! http://sciam.com/print_version.cfm?articleID=0007D716-71A1-1179-AF8683414B7F0000   October 25, 2004 Music and the Brain What is the secret of music's strange power? Seeking an answer, scientists are piecing together a picture of what happens in the brains of listeners and musicians By Norman M. Weinberger Music surrounds us¿and we wouldn't have it any other way. An exhilarating orchestral crescendo can bring tears to our eyes and send shivers down our spines. Background swells add emotive punch to movies and TV shows. Organists at ballgames bring us together, cheering, to our feet. Parents croon soothingly to infants.And our fondness has deep roots: we have been making music since the dawn of culture. More than 30,000 years ago early humans were already playing bone flutes, percussive instruments and jaw harps--and all known societies throughout the world have had music. Indeed, our appreciation appears to be innate. Infants as young as two months will turn toward consonant, or pleasant, sounds and away from dissonant ones. And when a symphony's denouement gives delicious chills, the same kinds of pleasure centers of the brain light up as they do when eating chocolate, having sex or taking cocaine. Therein lies an intriguing biological mystery: Why is music--universally beloved and uniquely powerful in its ability to wring emotions--so pervasive and important to us? Could its emergence have enhanced human survival somehow, such as by aiding courtship, as Geoffrey F. Miller of the University of New Mexico has proposed? Or did it originally help us by promoting social cohesion in groups that had grown too large for grooming, as suggested by Robin M. Dunbar of the University of Liverpool? On the other hand, to use the words of Harvard University's Steven Pinker, is music just "auditory cheesecake"--a happy accident of evolution that happens to tickle the brain's fancy? Why is music--universally beloved and uniquely powerful in its ability to wring emotions--so pervasive and important to us? Neuroscientists don't yet have the ultimate answers. But in recent years we have begun to gain a firmer understanding of where and how music is processed in the brain, which should lay a foundation for answering evolutionary questions. Collectively, studies of patients with brain injuries and imaging of healthy individuals have unexpectedly uncovered no specialized brain "center" for music. Rather music engages many areas distributed throughout the brain, including those that are normally involved in other kinds of cognition. The active areas vary with the person's individual experiences and musical training. The ear has the fewest sensory cells of any sensory organ--3,500 inner hair cells occupy the ear versus 100 million photoreceptors in the eye. Yet our mental response to music is remarkably adaptable; even a little study can "retune" the way the brain handles musical inputs. Inner Songs Until the advent of modern imaging techniques, scientists gleaned insights about the brain's inner musical workings mainly by studying patients--including famous composers--who had experienced brain deficits as a result of injury, stroke or other ailments. For example, in 1933 French composer Maurice Ravel began to exhibit symptoms of what might have been focal cerebral degeneration, a disorder in which discrete areas of brain tissue atrophy. His conceptual abilities remained intact--he could still hear and remember his old compositions and play scales. But he could not write music. Speaking of his proposed opera Jeanne d'Arc, Ravel confided to a friend, "...this opera is here, in my head. I hear it, but I will never write it. It's over. I can no longer write my music." Ravel died four years later, following an unsuccessful neurosurgical procedure. The case lent credence to the idea that the brain might not have a specific center for music. The experience of another composer additionally suggested that music and speech were processed independently. After suffering a stroke in 1953, Vissarion Shebalin, a Russian composer, could no longer talk or understand speech, yet he retained the ability to write music until his death 10 years later. Thus, the supposition of independent processing appears to be true, although more recent work has yielded a more nuanced understanding, relating to two of the features that music and language share: both are a means of communication, and each has a syntax, a set of rules that govern the proper combination of elements (notes and words, respectively). According to Aniruddh D. Patel of the Neurosciences Institute in San Diego, imaging findings suggest that a region in the frontal lobe enables proper construction of the syntax of both music and language, whereas other parts of the brain handle related aspects of language and music processing. Imaging studies have also given us a fairly fine-grained picture of the brain's responses to music. These results make the most sense when placed in the context of how the ear conveys sounds in general to the brain. Like other sensory systems, the one for hearing is arranged hierarchically, consisting of a string of neural processing stations from the ear to the highest level, the auditory cortex. The processing of sounds, such as musical tones, begins with the inner ear (cochlea), which sorts complex sounds produced by, say, a violin, into their constituent elementary frequencies. The cochlea then transmits this information along separately tuned fibers of the auditory nerve as trains of neural discharges. Eventually these trains reach the auditory cortex in the temporal lobe. Different cells in the auditory system of the brain respond best to certain frequencies; neighboring cells have overlapping tuning curves so that there are no gaps. Indeed, because neighboring cells are tuned to similar frequencies, the auditory cortex forms a "frequency map" across its surface. The response to music per se, though, is more complicated. Music consists of a sequence of tones, and perception of it depends on grasping the relationships between sounds. Many areas of the brain are involved in processing the various components of music. Consider tone, which encompasses both the frequencies and loudness of a sound. At one time, investigators suspected that cells tuned to a specific frequency always responded the same way when that frequency was detected. But in the late 1980s Thomas M. McKenna and I, working in my laboratory at the University of California at Irvine, raised doubts about that notion when we studied contour, which is the pattern of rising and falling pitches that is the basis for all melodies. We constructed melodies consisting of different contours using the same five tones and then recorded the responses of single neurons in the auditory cortices of cats. We found that cell responses (the number of discharges) varied with the contour. Responses depended on the location of a given tone within a melody; cells may fire more vigorously when that tone is preceded by other tones rather than when it is the first. Moreover, cells react differently to the same tone when it is part of an ascending contour (low to high tones) than when it is part of a descending or more complex one. These findings show that the pattern of a melody matters: processing in the auditory system is not like the simple relaying of sound in a telephone or stereo system. Although most research has focused on melody, rhythm (the relative lengths and spacing of notes), harmony (the relation of two or more simultaneous tones) and timbre (the characteristic difference in sound between two instruments playing the same tone) are also of interest. Studies of rhythm have concluded that one hemisphere is more involved, although they disagree on which hemisphere. The problem is that different tasks and even different rhythmic stimuli can demand different processing capacities. For example, the left temporal lobe seems to process briefer stimuli than the right temporal lobe and so would be more involved when the listener is trying to discern rhythm while hearing briefer musical sounds. The situation is clearer for harmony. Imaging studies of the cerebral cortex find greater activation in the auditory regions of the right temporal lobe when subjects are focusing on aspects of harmony. Timbre also has been "assigned" a right temporal lobe preference. Patients whose temporal lobe has been removed (such as to eliminate seizures) show deficits in discriminating timbre if tissue from the right, but not the left, hemisphere is excised. In addition, the right temporal lobe becomes active in normal subjects when they discriminate between different timbres. Brain responses also depend on the experiences and training of the listener. Even a little training can quickly alter the brain's reactions. For instance, until about 10 years ago, scientists believed that tuning was "fixed" for each cell in the auditory cortex. Our studies on contour, however, made us suspect that cell tuning might be altered during learning so that certain cells become extra sensitive to sounds that attract attention and are stored in memory. Learning retunes the brain, so that more cells respond best to behaviorally important sounds. To find out, Jon S. Bakin, Jean-Marc Edeline and I conducted a series of experiments during the 1990s in which we asked whether the basic organization of the auditory cortex changes when a subject learns that a certain tone is somehow important. Our group first presented guinea pigs with many different tones and recorded the responses of various cells in the auditory cortex to determine which tones produced the greatest responses. Next, we taught the subjects that a specific, nonpreferred tone was important by making it a signal for a mild foot shock. The guinea pigs learned this association within a few minutes. We then determined the cells' responses again, immediately after the training and at various times up to two months later. The neurons' tuning preferences had shifted from their original frequencies to that of the signal tone. Thus, learning retunes the brain so that more cells respond best to behaviorally important sounds. This cellular adjustment process extends across the cortex, "editing" the frequency map so that a greater area of the cortex processes important tones. One can tell which frequencies are important to an animal simply by determining the frequency organization of its auditory cortex. The retuning was remarkably durable: it became stronger over time without additional training and lasted for months. These findings initiated a growing body of research indicating that one way the brain stores the learned importance of a stimulus is by devoting more brain cells to the processing of that stimulus. Although it is not possible to record from single neurons in humans during learning, brain-imaging studies can detect changes in the average magnitude of responses of thousands of cells in various parts of the cortex. In 1998 Ray Dolan and his colleagues at University College London trained human subjects in a similar type of task by teaching them that a particular tone was significant. The group found that learning produces the same type of tuning shifts seen in animals. The long-term effects of learning by retuning may help explain why we can quickly recognize a familiar melody in a noisy room and also why people suffering memory loss from neurodegenerative diseases such as Alzheimer's can still recall music that they learned in the past. Even when incoming sound is absent, we all can "listen" by recalling a piece of music. Think of any piece you know and "play" it in your head. Where in the brain is this music playing? In 1999 Andrea R. Halpern of Bucknell University and Robert J. Zatorre of the Montreal Neurological Institute at McGill University conducted a study in which they scanned the brains of nonmusicians who either listened to music or imagined hearing the same piece of music. Many of the same areas in the temporal lobes that were involved in listening to the melodies were also activated when those melodies were merely imagined. Well-Developed Brains Studies of musicians have extended many of the findings noted above, dramatically confirming the brain's ability to revise its wiring in support of musical activities. Just as some training increases the number of cells that respond to a sound when it becomes important, prolonged learning produces more marked responses and physical changes in the brain. Musicians, who usually practice many hours a day for years, show such effects--their responses to music differ from those of nonmusicians; they also exhibit hyperdevelopment of certain areas in their brains. Christo Pantev, then at the University of M¿nster in Germany, led one such study in 1998. He found that when musicians listen to a piano playing, about 25 percent more of their left-hemisphere auditory regions respond than do so in nonmusicians. This effect is specific to musical tones and does not occur with similar but nonmusical sounds. Moreover, the authors found that this expansion of response area is greater the younger the age at which lessons began. Studies of children suggest that early musical experience may facilitate development. In 2004 Antoine Shahin, Larry E. Roberts and Laurel J. Trainor of McMaster University in Ontario recorded brain responses to piano, violin and pure tones in four- and five-year-old children. Youngsters who had received greater exposure to music in their homes showed enhanced brain auditory activity, comparable to that of unexposed kids about three years older. Musicians may display greater responses to sounds, in part because their auditory cortex is more extensive. Peter Schneider and his co-workers at the University of Heidelberg in Germany reported in 2002 that the volume of this cortex in musicians was 130 percent larger. The percentages of volume increase were linked to levels of musical training, suggesting that learning music proportionally increases the number of neurons that process it. In addition, musicians' brains devote more area toward motor control of the fingers used to play an instrument. In 1995 Thomas Elbert of the University of Konstanz in Germany and his colleagues reported that the brain regions that receive sensory inputs from the second to fifth (index to pinkie) fingers of the left hand were significantly larger in violinists; these are precisely the fingers used to make rapid and complex movements in violin playing. In contrast, they observed no enlargement of the areas of the cortex that handle inputs from the right hand, which controls the bow and requires no special finger movements. Nonmusicians do not exhibit these differences. Further, Pantev, now at the Rotman Research Institute at the University of Toronto, reported in 2001 that the brains of professional trumpet players react in such an intensified manner only to the sound of a trumpet--not, for example, to that of a violin. Musicians also must develop greater ability to use both hands, particularly for keyboard playing. Thus, one might expect that this increased coordination between the motor regions of the two hemispheres has an anatomical substrate. That seems to be the case. The anterior corpus callosum, which contains the band of fibers that interconnects the two motor areas, is larger in musicians than in nonmusicians. Again, the extent of increase is greater the earlier the music lessons began. Other studies suggest that the actual size of the motor cortex, as well as that of the cerebellum--a region at the back of the brain involved in motor coordination--is greater in musicians. Ode to Joy--or Sorrow beyond examining how the brain processes the auditory aspects of music, investigators are exploring how it evokes strong emotional reactions. Pioneering work in 1991 by John A. Sloboda of Keele University in England revealed that more than 80 percent of sampled adults reported physical responses to music, including thrills, laughter or tears. In a 1995 study by Jaak Panksepp of Bowling Green State University, 70 percent of several hundred young men and woman polled said that they enjoyed music "because it elicits emotions and feelings." Underscoring those surveys was the result of a 1997 study by Carol L. Krumhansl of Cornell University. She and her co-workers recorded heart rate, blood pressure, respiration and other physiological measures during the presentation of various pieces that were considered to express happiness, sadness, fear or tension. Each type of music elicited a different but consistent pattern of physiological change across subjects. Until recently, scientists knew little about the brain mechanisms involved. One clue, though, comes from a woman known as I. R. (initials are used to maintain privacy), who suffered bilateral damage to her temporal lobes, including auditory cortical regions. Her intelligence and general memory are normal, and she has no language difficulties. Yet she can make no sense of nor recognize any music, whether it is a previously known piece or a new piece that she has heard repeatedly. She cannot distinguish between two melodies no matter how different they are. Nevertheless, she has normal emotional reactions to different types of music; her ability to identify an emotion with a particular musical selection is completely normal! From this case we learn that the temporal lobe is needed to comprehend melody but not to produce an emotional reaction, which is both subcortical and involves aspects of the frontal lobes. An imaging experiment in 2001 by Anne Blood and Zatorre of McGill sought to better specify the brain regions involved in emotional reactions to music. This study used mild emotional stimuli, those associated with people's reactions to musical consonance versus dissonance. Consonant musical intervals are generally those for which a simple ratio of frequencies exists between two tones. An example is middle C (about 260 hertz, or Hz) and middle G (about 390 Hz). Their ratio is 2:3, forming a pleasant-sounding "perfect fifth" interval when they are played simultaneously. In contrast, middle C and C sharp (about 277 Hz) have a "complex" ratio of about 8:9 and are considered unpleasant, having a "rough" sound. What are the underlying brain mechanisms of that experience? PET (positron emission tomography) imaging conducted while subjects listened to consonant or dissonant chords showed that different localized brain regions were involved in the emotional reactions. Consonant chords activated the orbitofrontal area (part of the reward system) of the right hemisphere and also part of an area below the corpus callosum. In contrast, dissonant chords activated the right parahippocampal gyrus. Thus, at least two systems, each dealing with a different type of emotion, are at work when the brain processes emotions related to music. How the different patterns of activity in the auditory system might be specifically linked to these differentially reactive regions of the hemispheres remains to be discovered. In the same year, Blood and Zatorre added a further clue to how music evokes pleasure. When they scanned the brains of musicians who had chills of euphoria when listening to music, they found that music activated some of the same reward systems that are stimulated by food, sex and addictive drugs. Overall, findings to date indicate that music has a biological basis and that the brain has a functional organization for music. It seems fairly clear, even at this early stage of inquiry, that many brain regions participate in specific aspects of music processing, whether supporting perception (such as apprehending a melody) or evoking emotional reactions. Musicians appear to have additional specializations, particularly hyperdevelopment of some brain structures. These effects demonstrate that learning retunes the brain, increasing both the responses of individual cells and the number of cells that react strongly to sounds that become important to an individual. As research on music and the brain continues, we can anticipate a greater understanding not only about music and its reasons for existence but also about how multifaceted it really is.

Hou Lai Song

My Favourite

Kindness

Practice

No one thinks babies are stupid because they can't talk. They just haven't learned how to yet. But some people will call a person dumb if they can't solve math problems, or spell a word right, or read fast — even though all these things are learned with practice.

At first, no one can read or solve equations. But with practice, they can learn to do it. And the more a person learns, the easier it gets to learn new things-because their brain "muscles" have gotten stronger!

The students everyone thinks are the "smartest" may not have been born any different from anyone else. But before they started school, they may have started to practice reading. They had already started to build up their "reading muscles." Then, in the classroom, everyone said, "That's the smartest student in the class."

They don't realize that any of the other students could learn to do as well if they exercised and practiced reading as much. Remember, all of those other students learned to speak at least one whole language already — something that grownups find very hard to do. They just need to build up their "reading muscles" too.

http://www.nais.org

CINTA YANG TAK PERNAH BERAKHIR

Tuhan Yesus...
Saat aku menyukai seorang teman,
Ingatkanlah alu bahawa akan ada sebuah akhir,
sehingga aku tetap bersama yang tak berakhir,

Tuhan Yesus...
Ketika aku merindukan seorang kekasih,
Rindukanlah aku kepada rindu sejati-Mu,
Agar kerinduanku terhadap-Mu semakin menjadi,

Tuhan Yesus...
Jika aku hendak seseorang,
Temankanlah aku dengan orang yang mencintai-Mu,
Agar bertambah kuat cintaku pada-Mu...

Tuhan Yesus,
Ketika aku sudah jatuh cinta,
Jagalah cinta itu,
Agar tidak melebihi cintaku pada-Mu,

Tuhan Yesus,
Ketika aku berucap aku cinta pada-Mu,
Biarlah ku katakan pada hati yang bertaubat pada-Mu
Agar aku tidak jatuh cinta dalam cinta yang bukan kerana-Mu,

Sebagaimana orang bijak berucap,
mencintai seseorang bukanlah apa-apa,
dicintai seseorang adalah sesuatu yang indah,
dicintai oleh orang yang kita cintai adalah sangat beerti,
Tapi dicintai pleh SANG PENCIPTA ??
Adalah segala-galanya...



jess.clytemnestra@gmail.com

U Cannot Skip D Lessons of Life!!

footprints JESUS, you and me

Trust In the Lord with all your heart

http://www.donghaeng.net

Tuhan, apakah yang harus kuperbuat

Paulus menanyakan dua pertanyaan yang paling penting dalam hidup ini, “Siapakah Engkau, Tuhan? (Kis. 22:8)” dan berikutnya, “Tuhan, apakah yang harus kuperbuat? (Kis. 22:10)”

Tuhan, apakah yang harus kuperbuat?

Elsie C

 

Firman yang paling mengerikan di dalam Alkitab dapat ditemukan di Matius 7:21 ketika Yesus berkata,  “Bukan setiap orang yang berseru kepada-Ku: Tuhan, Tuhan! akan masuk ke dalam Kerajaan Sorga, melainkan dia yang melakukan kehendak Bapa-Ku yang di sorga.”

Bukankah kita sering diberitahu bahwa kita cukup mengaku dan mempercayai Yesus sebagai Tuhan untuk diselamatkan? Bukankah kita juga sering diberitahu bahwa keselamatan itu perkara gampang, cukup dengan percaya, dan tidak ada hubungannya sama sekali dengan perbuatan kita? Bukankah orang Kristen sering dibombadir dengan konsep bahwa perbuatan baik apapun yang kita lakukan tidak akan membawa kita kepada Kerajaan Surga? Tahukah Anda bahwa berdasarkan ajaran Yesus di atas, semua itu merupakan kebohongan?

Ajaran Yesus dengan tegas mengatakan bahwa sekalipun kita mempercayai Dia sebagai “Tuhan”, itu sendiri tidak akan menyelamatkan kita. Singkat kata, pengakuan iman kita tidak akan menyelamatkan kita, sekalipun kita mempercayainya dengan segenap hati, dan dengan setia melafalkannya di gereja setiap minggu. Hanya satu jenis orang saja yang akan ditemukan dalam Kerajaan Surga pada hari itu, yaitu mereka yang melakukan kehendak Bapa di surga. Dengan kata lain, bukan saja apa atau siapa yang kita percayai, tetapi jauh lebih penting, adalah apa yang kita LAKUKAN yang akan menyelamatkan kita.

Hal ini diungkapkan dengan baik sekali dalam kesaksian pertobatan Paulus ketika dia menanyakan dua pertanyaan yang paling penting dalam hidup ini, “Siapakah Engkau, Tuhan? (Kis. 22:8)” dan berikutnya, “Tuhan, apakah yang harus kuperbuat? (Kis. 22:10)” Tidak ada pertanyaan yang lebih penting dari kedua pertanyaan ini dalam hidup ini. Pertanyaan pertama akan membawa kita ke pintu yang terbuka; dan pertanyaan kedua akan menuntun kita di sepanjang jalan menuju hidup.

Pertanyaan kedua adalah pertanyaan yang harus dipanjatkan kepada Tuhan setiap pagi, “Tuhan, apakah yang harus kuperbuat hari ini?”

Jalan menuju hidup ialah jalan melakukan kehendak Bapa di surga. Ini diungkapkan dengan jelas oleh Yohanes di 1Yoh. 2:17, “tetapi orang yang melakukan kehendak Allah tetap hidup selama-lamanya”, dan Ibrani 10:36, “Sebab kamu memerlukan ketekunan, supaya sesudah kamu melakukan kehendak Allah, kamu memperoleh apa yang dijanjikan itu.” Dan dari ayat 39, janji itu merujuk kepada hidup.

Berdasarkan ajaran Yesus, apapun doktrin atau pengajaran tentang “iman” yang samasekali mengabaikan perbuatan (melakukan kehendak Bapa) dapat dipastikan sebagai ajaran palsu. Apapun doktrin tentang iman yang tidak mengaitkan keselamatan dan melakukan kehendak Allah merupakan suatu penyalahtafsiran.  Seluruh ajaran Perjanjian Baru menegaskan dengan sebulat suara bahwa iman yang menyelamatkan ialah iman yang membawa kita untuk melakukan kehendak Bapa di surga.

sumber dari : http://www.cahayapengharapan.org/artikel/texts/tuhan_apakah_yang_harus_kuperbuat.htm

Slalu mencintaimu Tuhan

Malaysia's Chong Wei meets China's Lin Dan in final

Malaysia's Chong Wei meets China's Lin Dan in final

The 3 C'S OF LIFE:

Lirik Lagu GMB - Kupercaya

Kaulah batu karangku
Kaulah benteng hidupku
Kubaringkan seg'nap arah masa depanku

Dalam setiap pikiran
Dalam setiap harapan
Kuyakin Engkau tahu yang terbaik bagiku

Reff:
Sbab Kaulah Allah
Kaulah Tuhan
Kupercaya bahwa anugrahMu
Itulah yang menguatkanku
Sbab Kau berkuasa
Kaulah raja
Tak ada yang tak mungkin bagi Engkau

Korean Song

Without Words-Jang Geun Seuk (with romanji lyrics)

Hajimal geol geuraesseo moreuncheok haebeorilgeol 
Anboineun geotcheoreom bolsueopneun geotcheoreom 
Neol aye bojimalgeol geuraetnabwa 

Domangchil geol geuraesseo motdeuleuncheok geureolgeol 
Deutjido motaneun cheok 
Deuleul su eopneun geotcheoreom 
Aye ne sarang deutji aneulgeol 

Maldo eopsi sarangeul alge hago 
Maldo eopsi sarangeul naege jugo 
Sumgyeol hanajocha neol damge haenotgo 
Ireoke domangganigga 

Maldo eopsi sarangi nareul ddeona 
Maldo eopsi sarangi nareul beoryeo 
Museunmaleul halji damun ibi 
Honjaseo nollangeot gata 
Maldo eopsi waseo 

Wae ireoke apeunji wae jagguman apeunji 
Neol bolsu eopdaneungeon 
Nega eopdaneungeo malgo 
Modu yejeongwa ddokgateungeonde 
[ Lyrics from: http://www.lyricsfreak.com/j/jang+geun+seok/without+words_20886768.html ] 
Maldo eopsi sarangeul alge hago 
Maldo eopsi sarangeul naege jugo 
Sumgyeol hanajocha neol damge haenotgo 
Ireoke domangganigga 

Maldo eopsi sarangi nareul ddeona 
Maldo eopsi sarangi nareul beoryeo 
Museunmaleul halji damun ibi 
Honjaseo nollangeot gata 

Maldo eopsi nunmuli heulleonaeryeo 
Maldo eopsi gaseumi muneojyeoga 

Maldo eopneun sarangeul gidarigo 
Maldo eopneun sarangeul apahago 
Neoksi nagabeoryeo baboga doebeoryeo 
Haneulman bogo unigga 

Maldo eopsi ibyeoli nareulchaja 
Maldo eopsi ibyeoli naegewaseo 
Junbido motago neol bonaeyahaneun 
Naemami nollangeot gata 
Maldo eopsi waseo 

Maldo eopsi watdaga 
Maldo eopsi ddeonaneun 
Jinagan yeolbyeongcheoreom jamsi apeumyeon doenabwa 
Jageun hyungteoman namgedoenigga

ONCE I ASKED MY LUCK HOW MY FUTURE IS your VIEW?

-Luck replied!..I am surprised that you HAVE a Sweet Mother.....and you asking me about Luck,

-Go and listen your mother's  prayer...and you will judge yourself....where you will stand in future....

All I want is to be courageous,

Be calm and,

Be self equipped with facts and figures to conquer this exams battle.....

Thats all, I wish best of luck in my exams....

Thank you..

I will always remember and miss you Charsseca....

May God bless us forever, whenever we are...

'' IN JESUS CHRIST I CAN DO EVERYTHING''

What Is Emotional Eating?

Imagine you've had a fight with your best friend. It's a stupid fight, something you'll both get over. But right now you're upset. When you walk in the door, your mom asks what's wrong. How are you most likely to respond?

• Tell your mom what happened and have a long, comforting talk about it.

• or

• Tell your mom, "Everything's fine" and head to the freezer for the ice cream.

But can that pint of Rocky Road really help you feel better — or just make you feel sickeningly full?What Is Emotional Eating?Emotional eating is when people use food as a way to deal with feelings instead of to satisfy hunger. We've all been there, finishing a whole bag of chips out of boredom or downing cookie after cookie while cramming for a big test. But when done a lot — especially without realizing it — emotional eating can affect weight, health, and overall well-being.