Christianity - Happy soul in Lord

We need strength in our life.

For whosoever shall do the will of God, the same is my brother, and my sister, and mother. Mark 3:35

Do the will of God is Jesus family member, his brother, his sister or his mother.

And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever. 1 John 2:17

Do the will of God last forever

Rejoice evermore. Pray without ceasing. In every thing give thanks: for this is the will of God in Christ Jesus concerning you. - 1 Thessalonians 5:18.

This is the will of God.

Something we need to do at the end time from Noah
And the LORD said, I will destroy man whom I have created from the face of the earth; both man, and beast, and the creeping thing, and the fowls of the air; for it repenteth me that I have made them. But Noah found grace in the eyes of the LORD. These are the generations of Noah: Noah was a just man and perfect in his generations, and Noah walked with God. Genesis 6:8-10

Noah found grace in the eyes of the Lord because he walked with God. He is a just man and perfect in his generation.

For thus saith the Lord GOD, the Holy One of Israel; In returning and rest shall ye be saved; in quietness and in confidence shall be your strength: and ye would not. But ye said, No; for we will flee upon horses; therefore shall ye flee: and, We will ride upon the swift; therefore shall they that pursue you be swift. One thousand shall flee at the rebuke of one; at the rebuke of five shall ye flee: till ye be left as a beacon upon the top of a mountain, and as an ensign on an hill.
And therefore will the LORD wait, that he may be gracious unto you, and therefore will he be exalted, that he may have mercy upon you: for the LORD is a God of judgment: blessed are all they that wait for him. Isiah 30:15-18

Then he said unto them, Go your way, eat the fat, and drink the sweet, and send portions unto them for whom nothing is prepared: for this day is holy unto our Lord: neither be ye sorry; for the joy of the LORD is your strength. Nehemiah 8:10

Intelligence - ways to improve thinking

1. Improve thinking to apply more reasoning, more thinking
2. Physically improve the brain's condition by good sleep, good food, and more brain exercise
3. Don't think there is only one answer for one question
4. Beware of erroneous assumption. Not to afraid to make creative assumption, but challenge the assumption based on reality
5. Analyze the sufficient of evidence to come up with reasonable conclusion
6. Do not make an exclusive commitment to either optimism or pessimism. Think both way to see the possible outcome, and may come out with a range of results
7. Train yourself on the process of reasoning and adjust to come out with the best process
8. Be honest with you. Concede ignorance when you are ignorant and open your mind with new information
9. Learn the basic elements of logical reasoning
10. Beware that reality is complex, not simple. However, we need to understand the interaction between different factors
11. Keep learning in life time and boarden the scope of knowledge

Intelligence - 3 dimensions

There are 3 dimensions that contribute to intelligence. They work together.

Neural dimension of intelligence

• It is influenced strongly by genetics and physical maturation. When there is neurological damage at birth, as a result of oxygen deprivation, the intelligence of the child is obviously impaired. Some substances can depress IQ, presumably by influencing neural development and general health. Prenatal alcohol consumption by mothers yields a trend toward slightly lower IQ as measured at age 4. Levels of lead, for instance from ingesting paint, relate to lower IQs. Vitamin and mineral supplements appear to affect IQ slightly, perhaps by impacting the nervous system or perhaps simply by improving general health.
• There is a correlation between general intelligence and brain size of the order of 0.3 not a high number but a real one.
• Although people with higher general intelligence might show faster reaction times through strategizing, the evidence is not very supportive of this interpretation. Sometimes teaaching strategies for reaction-time tasks imparis performance and sometimes it does not help. In some studies, teaching strategies actually increases the correlation between general intelligence and performance, suggesting that the participants with higher neural intelligence could learn and apply the strategies more effectively.

Experiental dimension of intelligence

• This contribution is learned, the result of extensive experience thinking and acting in particular situations over long period of time. The knowledge and know-how it yields figure in intelligent behaviour. You cannot play chess without knowing the rules of game. You cannot play politics without knowing who to talk to and what to say.
• Those who are intelligent acquire the critical mass of knowledge theyneed readily enough, and then use that knowledge; rather, intelligence is what equips us for acquiring a mass of knowledge and thinking with it.
• Experience is crystallized intelligence that reflect prior learning. Highly intelligent behavior always depends on a rich knowledge base. Experiential intelligence is context bound, a matter of narrow expertise. However, many areas of experiental intelligence are general, relevant over a considerable range of circumstances. For instance, experience in getting along with people, in handling basic arithemetic relationships, or in writing well has all sorts of applications in diverse contexts.

Reflective dimension of intelligence

• The contribution to intelligent behavior of strategies for various intellectually challenging tasks, attitudes conducive to persistence, systematicity, and imagination in the use of one's mind, and habits of self-monitoring and management.
• Teaching of strategies can dramatically improve basic information-processing operations such as memory storage and retrieval, at least in the short term
• Also, the teaching of strategies can greatly improve performance in plainly intellectually challenging areas such as mathematical problem solving. Moreover, teaching metacognitive self-monitoring can help to foster transfer of learning to other circumstances.
• High general intelligence and relevant knowledge often are not enough for intelligent behavior. Research on expertise shows that sometimes people are bright and knowledgeable in an area of expertise, but very brittle in their problem-solving abilities: they are only good in handling conventional problems in the domain and easily fall apart on more challenging problems.
• It's not the case that knowledge in an area always leads to better reasoning. People do not develop robust intelligent behavior in areas where they have a great deal of experience. We do not always and automatically learn from experience, even extended experience. For instance, people play chess or bridge for years without getting much better at it. Reflectiveness about our experience that leads to restructuring our approach and developing new methods may be one of the missing ingredients.

The three dimensions seem to amplify the impact of one another, rather than each just adding its share. To get a sense of how this happens with intelligent hehavior, imagine a student who has just begun high school algebra and discovered a fascination with it. Applying herself, she starts to accumulate some experiential intelligence in that domain. Her high neural intelligence helps her to learn algebra faster and with more precision, boosting her experiential intelligence. Also, her high neural intelligence gives her more information-processing power to be reflective with, self-monitoring her learning and steering it in fruitful directions. Moreover, her reflective intelligence leads her to manage her learning systematically and strategically, which boosts her accumulation of experiential intelligence all the more. As she builds experiential intelligence in algebra, concepts and procedures become more automatic, judgements more intuitive. This free up her neural intelligence for other aspects of algebra, such as complex problem solving. Also, her ripening intuitions allow her to reflect more insightfully and accurately on the course of her problems solving and indeed her learning.

For learnable Intelligence, reflective intelligence, as the control system for experiential and neural intelligence, offers the greatest hope for all-round improvement in people's intelligence behavior.

Thinking - Six Hats

Edward de Bono created a useful model of thinking called "Six Thinking Hats". to distinguish six modes of thinking:

White hat - facts, figures, and objective information
Red hat - emotions, feelings, hunches, intuition
Black hat - logical negative thoughts (why something will not work)
Yellow hat - logical constructive thoughts (positive aspects of why something will work)
Green hat - creativity, generating new ide
as, provocative thoughts, lateral thinking
Blue hat - control of the other hats, thinking about the thinking process, directs attention to other hats to facilitate "mapmaking" thinking.

The use of the different hats facilitates a "mapmaking" thinking process, which is an alternative to an "argument" style. The mapmaking is similar to print one color layer to a map at a time. As all the color layers are added, a complete map is formed. Once the map is finished, one can view all route alternatives and decide the best route/decision to take. In the same way, a person can make a thinking map by putting on and switching among each of the six colored thinking hats. After all the hats are used in a systematic manner to contribute to the map, the person can decide on a route to take. Thus thinking becomes a two-stage process: 1) making the map, 2) picking the best route on the map. If the map is sufficiently precise, accurate and update, the route often becomes obvious.

Pros for six thinking hats:
1) identifies confusion as the biggest thinking deficiency. Emotions, logic, information, hope, and creativity scramble together will overwhelm the thinker. The six hats unscramble this disarray by differentiating into various thought modes, thus permitting the thinking to apply each mode one at a time (more organized and complete thinking).
2) by wearing or visualizing a hat, the thinker can role play thinking in that mode, thus reducing detrimental ego-involvement
3) the use of six hats does not limit the thinker to an "argument" thinking style, but a facilitates a more comprehensive "mapmaking" style. It will provoke two process thinking, mapmaking and choosing the most appropriate route.