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4/15/2007 japan2007 年 04 月 11 日
by 小 白 雖 然 身 處 日 本 但 是 要 吃 盡 全 國 美 食 都 不 是 一 件 簡 單 的 事 。 前 陣 子 去 了 NHK （ 日 本 放 送 協 會 ） 的 全 國 美 食 博 覽 ， 大 吃 大 喝 之 ， 餘 同 時 也 為 下 一 站 旅 程 作 一 下 資 料 搜 集 。
各 有 各 特 色
日 本 基 本 上 可 以 分 為 四 個 島 嶼 ， 分 別 是 北 海 道 (Hokkaido) 、 本 州 (Honshu), 、 九 州 (Kyushu) 、 四 國 (Shikoku) 。 總 共 有 一 都 一 道 二 府 四 十 三 縣 （ 包 括 東 京 都 、 北 海 道 、 大 阪 府 、 京 都 府 與 其 他 縣 ） 當 中 以 東 京 方 言 為 標 準 ， 其 他 府 縣 的 人 雖 然 也 會 標 準 語 ， 但 是 一 般 他 們 會 用 自 己 地 方 方 言 來 交 談 。 至 於 食 物 ， 每 個 地 方 總 會 有 一 些 特 產 ， 例 如 去 青 森 要 吃 蘋 果 ， 去 北 海 道 要 食 蟹 。
日 式 名 產
現 在 就 讓 筆 者 簡 略 介 紹 一 下 一 些 日 本 名 產 お 好 み焼 （ 日 文 ﹕ okonomiyaki ， 日 式 燒 餅 ） 在 大 阪 ， 廣 島 同 樣 出 名 。 兩 者 分 別 不 大 ， 唯 一 最 大 分 別 的 是 廣 島 燒 中 放 了 炒 麵 ﹐ 比 大 阪 燒 更 為 飽 肚 。 馬 刺 し （ 日 文 ﹕ basashi ， 馬 肉 刺 身 ） 日 本 人 會 吃 馬 肉 和 鯨 魚 刺 身 ， 其 中 最 出 名 的 是 熊 本 馬 肉 刺 身 。 漬 物 （ 日 文 ﹕ tsukemono ， 日 式 醃 菜 ） 談 到 醃 菜 ， 最 出 名 的 是 一 定 是 京 都 。 跟 一 般 中 式 醃 菜 不 同 ， 京 都 醃 菜 會 用 梅 ， 柚 子 等 醃 製 蔬 菜 。 聽 說 一 些 更 含 有 一 種 叫 超 級 乳 酸 菌 ， 能 令 大 腸 更 健 康 。
4/8/2007 Mr. Pig雖則天真的蠢豬 我未博得歡呼讚譽 http://www.youtube.com/watch?v=cy0XcsmWeng
An old song 世界末日到了麼 問我終結會如何
海天一色似赤火 烈焰中只得妳我 最美麗亦最赤裸 兩顆心最後消磨 好比火花滿天飛播 愛 無限美 無限妳 無限我 再凝聚似天際的銀河 妳對我這夜尚未承諾 願意麼 愛妳 我管不了是禍 未想過是為何 能愛著妳苦也未去躲 愛妳 最想得妳附和 像這宇宙諧和 求妳像我不要亂去想 為甚麼 世界末日到了麼 別理終結會如何 不必想得那麼多 但願這刻不錯過 妳這夜下了禁鎖 但我不怕被蹉跎 真心終可某天衝破 愛 無限次 無限試 無限錯 妳才是我想要的負荷 妳對我這夜尚未承諾 願意麼 Happy Birthday!!Wish you a happy birthday and may you always be surrounded by joy and happiness.  4/2/2007 PersonalityIMFP Healers are introspective, cooperative, informative, and attentive. They are highly compassionate and empathetic to the needs of others. Healers care deeply about a few favorite individuals or causes and they desire to bring about peace and integrity to their companions and to the society at large. They want to heal the problems that trouble individuals and correct the conflicts that divide groups in order to bring health to themselves, their companions and to the society. Healers tend to be private individuals who have a strong sense of right and wrong and an idealistic worldview. They are deeply committed to things that are positive or good and may be inspired to make extraordinary sacrifices in attempts to achieve their ideals. They are prone to errors of fact as they follow their feelings more than they follow logical analysis. However following their feelings also means that Healers seldom make errors of feeling. Healers are often misunderstood as children. In practical minded families, their devotion to idealism may be frowned upon and may even be punished. Most other role variants can shrug off the parental expectations that don't fit them, but healers are greatly affected by it. They want to please their parents and their siblings and, in attempt to do this, they may mask or hide their differences. This can create inner turmoil within the Healer. Healers are often better at detecting this inner turmoil than other role variants. Healers seek unity of mind, body and spirit, perhaps because of the inner turmoil caused during their upbringing. Healers are adaptable, patient with complicated situations, and welcoming of new ideas and information. They are impatient with routine details. As they are aware of people's feelings, Healers relate well with others. They are also comfortable working alone given their private nature. Healers have an interest in scholarly activities and often have exceptional language skills. The following individuals identified as Healers: Isabel Myers Richard Gere Mia Farrow Albert Schweitzer Diana, Princess of Wales Aldous Huxley Audrey Hepburn Karen Armstrong Use of personality test in practiceMaking good use of personality tests. This file discusses briefly (1) the four dimensions underlying the Myers-Briggs Type Indicator (MBTI), and (2) several teaching approaches that will appeal to different MBTI profiles. The 126 item Myers-Briggs Type Indicator (MBTI), Form G, is the most reliable method for assessing student learning style. The MBTI provides data on four sets of preferences. These preferences result in 16 learning styles, or types. A type is the combination of the four preferences. The most common MBTI type for business undergraduates is the ESTJ, the Extraverted-Sensing-Thinking-Judger. The MBTI instrument should be administered in the first or second class period by the counseling center at your school. It takes about 45 minutes to complete the instrument. The counseling center can score the MBTI and share the data with the students. Students enjoy learning about themselves and find the MBTI data informative. Extraversion (E) versus Introversion (I)This preference tells us how people "charge their batteries." Introverts find energy in the inner world of ideas, concepts, and abstractions. They can be sociable but need quiet to recharge their batteries. Introverts want to understand the world. Introverts are concentrators and reflective thinkers. Their motto is: Ready, Aim, Aim, ..... For the introvert, there is no impression without reflection. Extraverts find energy in things and people. They prefer interaction with others, and are action oriented. Extraverts are interactors and "on-the-fly" thinkers. Their motto is: Ready, Fire, Aim. For the extravert, there is no impression without expression. The majority of undergraduate students are extraverts. Based on data from the Center for Applied Psychological Type (CAPT) between 56% and 58% of over 16,000 freshman students at three state universities were extraverts. Interestingly, over 83% of college student leaders were extraverts, while over 65% of Phi Beta Kappas were introverts. Our own data base indicates that over 65% of business students are extraverts. It is not surprising that almost two-thirds of undergraduate business students are extraverts. Students may major in business administration because the business world appreciates and rewards action which coincides with the extraverts' strength. The majority of university faculty are introverts. CAPT reported that almost 55% of 2,282 faculty are introverts. Our own data base for business faculty indicates that over 60% are introverts.. Teaching Extraverted StudentsExtraverted students learn by explaining to others. They do not know if they understand the subject until they try to explain it to themselves or others. Extraverted students have told us that they thought they knew the material until they tried to explain it to a fellow student. Only then did they realize they did not understand the subject. Extraverted students enjoy working in groups. Consider in-class or outside-of-class group exercises and projects. We recommend the Both support learning through explaining, but provide quiet time for introverted students.
Teaching Introverted StudentsIn a seminal study, George Miller noted that people can hold 7 + 2 chunks of knowledge in their minds at any given time. If each knowledge chunk contains a specific fact, then the amount of knowledge possessed is limited. But if each chunk contains many interconnected facts, a network or framework of facts, then the amount of knowledge is almost unlimited. Introverted students want to develop frameworks that integrate or connect the subject matter. To an introvert, disconnected chunks are not knowledge, merely information. Knowledge means interconnecting material and seeing the "big picture." Faculty should teach their students how to chunk, or group and interconnect, knowledge. Introverted students will appreciate it, extraverted students may not. Nevertheless, cognitive psychologists tell us that through chunking, students master the material. We recommend that faculty teach students how to build a compare/ contrast table, flowchart, or concept map. Sensing (S) versus Intuition (N)Some of us choose to rely on our five senses. Some prefer taking in information through our "sixth" sense. Sensing people are detail oriented, want facts, and trust them. Joe Friday from the TV show Dragnet epitomizes the extreme sensing detective. All he ever wanted was "just the facts". Intuitive people seek out patterns and relationships among the facts they have gathered. They trust hunches and their intuition and look for the "big picture." The quintessential intuitive was Albert Einstein whose fanciful thought experiments revolutionized the 20th century. He could see patterns where others saw randomness or chaos. The majority of undergraduates are sensing students. Based on data from the Center for Applied Psychological Type (CAPT) between 56% and 72% of over 16,000 freshmen at three state universities were sensing students. Interestingly, almost 83% of national merit scholarship finalists and 92% of Rhodes Scholars were intuitive students. Our own data base indicates that over 65% of business majors are sensing students. The majority of university faculty are intuitive. CAPT reported that almost 64% of 2,282 faculty are intuitive. We obtained the same percentage from our business faculty data base. Teaching Sensing StudentsSensing students prefer organized, linear, and structured lectures. We recommend three methods for organizing a lecture: (1) the what must be known organizing strategy, (2) the application-theory In the what must be known (WMBK) method, we first ask: What is (are) the topic's most essential general principle(s) or goals? Place the answer in a goal box. We then ask: What topic(s) must be known such that students could achieve the goal? Place these subgoal boxes below the goal box and show an arrow leading from each subgoal box to the goal box. Continue to ask WMBK questions until you interface with material previously covered. You would then present the lecture by starting at the bottom of the diagram and work up towards the goal box.
The A-T-A method begins with a faculty member presenting an (A)pplication (problem or mini-case) to the class. The students attempt to analyze and solve the case or problem without the benefit of the upcoming chapter's theory or ideas. Applications motivate sensing students to learn the material. Applications answer the question that sensing students often ask, "why am I learning this material?" After the class has struggled with the problem (and sometimes emerged victoriously), the teacher presents the chapter's (T)heory or ideas, and then applies it to the original application. Afterwards the teacher presents additional (A)pplications and has the students apply the theory.
An opening application problem or mini-case should (1) be familiar to students, (2) engage their curiosity, (3) be almost solvable from previous text material or student experiences, and (4) be baffling, or counter-intuitive, if possible. A familiar problem assures sensing students that their experiences have prepared them to address the problem. The third attribute minimizes students' frustrations. The application should be "just beyond a student's reach". However, previously learned material or experiences should help students make a reasonable solution attempt. An application that is too significant a leap will cause frustration, and the feeling that the teacher is playing games with the students.
David Ausubel's advance organizer is a brief lecture or demonstration during the introduction of the lecture that provides a mental scaffolding to anchor the new material. The advance organizer provides a set of highly general concepts that subsume the material about to be learned. An advance organizer taps into students' existing knowledge structures. It helps cross-list new information with already existing information and thus aids learning and knowledge retrieval. It makes the unfamiliar more familiar; it makes the abstract more concrete.
Note how the following advance organizer taps into existing knowledge that the students should have already acquired.
The advance organizer is not an overview. An overview would have introduced the students to the lecture's key ideas: Gandhi, salt monopoly, British policy, boiling sea water, etc..
The advance organizer provides a familiar setting to anchor new, and potentially strange, material. The organizer works because at a very general level, the marches of King and Gandhi dealt with charismatic leaders in a struggle against oppressive forces. For an African-American audience, the MLK organizer transformed an abstract lecture into a familiar and more concrete setting.
Faculty can develop advance organizers by answering the following questions:
Intuitive students prefer either the traditional Theory-Application-Theory approach or the A-T-A approach using discovery learning. We illustrate the A-T-A approach using discovery learning in teaching the central limit theorem in a basic statistics course. The teacher selects 50 numbers from a random numbers table, and develops a frequency histogram. The data are not bell-shaped. The teacher then selects 30 samples of size eight numbers (replacing each number after it is drawn) from the 50 numbers, computes the 30 means, and develops a frequency histogram for the means. The histogram is now roughly bell-shaped. The teacher concludes the demonstration by asking why is the histogram of means nearly bell-shaped. Using the discovery method, students hopefully will discover the reasons underlying the central limit theorem.
The discovery method, or the why method, will appeal to intuitive students and will teach sensing students how to uncover general principles. In using this method, sensing and intuitive students should be combined in learning groups. The intuitive student can help the sensing student to discover the theory; the sensing student can help identify and marshal the facts of the exercise.
Intuitive students must have the big picture, or an integrating framework, to understand a subject. The big picture shows how the subject matter is interrelated. Intuitive students can develop reasonably correct concept maps or compare and contrast tables. Fortunately, sensing students can be taught to do the same.
Some of us choose to decide things impersonally on analysis, logic, and principle. Some of us make decisions by focusing on human values. Thinking students value fairness. What could be fairer than focusing on the situation's logic, and placing great weight on objective criteria in making a decision. Mr. Spock, science officer of the starship Enterprise, had an extreme preference for thinking.
Feeling students value harmony. They focus on human values and needs as they make decisions or arrive at judgments. They tend to be good at persuasion and facilitating differences among group members. Dr. McCoy, Spock's colleague aboard the Enterprise, demonstrated a preference for feeling.
Unlike the two previous sets of preferences, CAPT reports that on this dimension, the proportion of males and females differ. About 64% of all males have a preference for thinking, while only about 34% of all females have a preference for thinking.
Our own data base indicates that over 70% of male and female under-graduate business students are thinking students. It is not surprising that the majority of business majors are thinking students. Business is, after all, the domain of logic and analysis.
The majority of university faculty have a preference for thinking. CAPT reported that almost 54% of 2,282 faculty are thinking. Seventy percent of business faculty have a preference for thinking. Thus, on the thinking versus feeling preference, business faculty and students are similar.
Thinking students like clear course and topic objectives. Clear course or topic objectives avoid vague words or expressions such as "students will appreciate or be exposed to." Rather, objectives are precise and action-oriented. By precise we mean that teachers can write objectives at three meta-levels of learning: rote, meaningful and integrated, and critical thinking. By action oriented we mean that the verbs describe what students must do, not what faculty will do. The Bloom et al. taxonomy provides guidelines for writing clear and meaningful objectives.
Feeling students like working in groups, especially harmonious groups. They enjoy the small group exercises such as TAPPS and the Nominal Group Method. To promote harmonious groups, we sometimes provide students with the following guidelines on how to facilitate small group meetings inside or outside of class
Some of us like to postpone action and seek more data. Others like to make quick decisions. Judging people are decisive, planful and selfregimented. They focus on completing the task, only want to know the essentials, and take action quickly (perhaps too quickly). They plan their work and work their plan. Deadlines are sacred. Their motto is: just do it!
Perceptive people are curious, adaptable, and spontaneous. They start many tasks, want to know everything about each task, and often find it difficult to complete a task. Deadlines are meant to be stretched. Their motto is: on the other hand ... .
The majority of undergraduate students are judging students. Based on data from the Center for Applied Psychological Type (CAPT) between 46% and 60% of over 16,000 freshmen at three state universities were judging students. Interestingly, almost 64% of Rhodes Scholars were perceptive students. Our own data base indicates that over 70% of undergraduate business students are judging students.
The majority of university faculty also have a preference for judging. CAPT reported that almost 65% of 2,282 faculty prefer judging. We obtained the same percentage from our business faculty data base.
We have found that the following hints on note taking and test taking help judging students learn more effectively.
Speedwriting Split Page Color Coding AOR Model Reverse Question Treating Objective Questions as Essay Question Your universities' learning resource center is an especially good source for additional hints on note and test taking. Include several hints in each course syllabus. Spend a few minutes explaining these hints in the first class period. Occasionally remind the students of the hints (especially before the first exam).
Judging students often reach too-quick closure when analyzing cases. Thus we recommend a second-look meeting. After completing the case, the group reviews their analysis. A student plays a "gentle" Devil's Advocate (DA) and challenges the group's conclusions. The DA should be prepared to recommend an alternative solution. This will force the group to consider the pros and cons of both approaches. The DA can also ask team members to state assumptions about stakeholders (those who are affected by or will affect the case solution) which must be true for the group's solution to be effective. The DA can then challenge the group to provide evidence that the assumptions are true. Guidelines for a second-look meeting should be included in the case preparation hints provided to students. Perceptive students often postpone doing an assignment until the very last minute. They are not lazy. Quite to the contrary, they seek information to the very last minute (and sometimes beyond). We recommend decomposing a complex project or paper into a series of sub-assignments and providing deadlines for each sub-assignment. The deadlines may keep the perceptive students on target.
Decomposing a major project into sub-assignments provides the opportunity for continuous feedback to the student. Have students hand-in an audio tape with their sub-assignments. The teacher can then provide detailed audio (we speak faster than we can write) comments on content and grammar. When we have used the audio feedback approach, final papers are clear and readable, and thus less aggravation to read. Moreover, without the teacher's interim feedback, students lose an opportunity to improve their writing skills during the semester. http://www2.gsu.edu/~dschjb/wwwmbti.html 3/18/2007 CXis a very nice airline. Got very good service from an FA, Kenneth! Hahah.... Thank you Ken. you are the best FA I have ever seen in the past 15 years ~~ ^__^ My personality? hahaha你是個很冷靜的人，總想跟身邊的人和事保持一段距離，也不會讓情緒輕易表露。很多時，你都會先做旁觀者，後才可投入參與。另外，你也需要充分的私人空間和高度的私隱，否則你會覺得很焦慮，不安定！你也很有機會成為專家，例如電腦啦，漫畫啦，時裝啦，因為你對知識是非常熱愛的！
好辨、抽離
思想型的人常常觀察身邊的事，卻很少參與，所以感情投入也很少。還有，他們好辨，很執著，卻少有「辨輸」的空間和量度。 對知識的執著固然重要，但經驗生活中所得的體會也非常可貴，希望你們取得平衡，得到最多！ 心情highhigh時
理智型能夠以超乎尋常的洞察力去觀察每一件事情，但他們的洞察力並不著力放於人際關係上，反之他們喜愛學習、研究新事物，能專注於事物上，卻同時忽略了人際關係的處理。 情緒downdown時
無疑，理智型喜歡研究、愛學問、並愛將收集得到的經驗和資料建構成理論。但他們可能會太固執於自己的觀點上，當有不同意的意見時，便很容易激發好辨的潛能，對別人冷嘲熱諷、認為別人太笨，無法認識真理，對大家的關係造成傷害。 朋友看你是
「好有腦」、「幾固執」、「幾cool下」、「成日都唔理人」 提升有時努力努力
走向「八仔」，有大將之風，勇於冒險，而會將構思付諸實行。 後退有時注意注意
若他們走向「七仔」，就變得不切實際，只會言過其實，孤芳自賞，口若懸河地扮專家。 你精力充沛，總是動力過人，因為你有很強的爭勝慾望！你喜歡接受挑戰，會把你自己的價值與成就連成一線。成就型的你會全心全意去追求一個目標，因為你相信「天下沒有不可能的事」。動力十足的你，最好做leader帶領其他人啦！
自戀、炫耀
第三型的人傾向看自己成為頗大、頗重要的，所以有一點點的自戀、自我膨脹。所以你們都會把自己最好的一面給友人看，甚至極端時，會在朋友面前撒謊，以求「保持」自己在朋水心目中的形象。很多時，第三型真正的實力往往沒有那麼強，因為他們的表達實有一點點誇張。 害怕親密
第三型的你很害怕親密關係，不是說你們會沒有朋友，只是當關係進深的時候，你可能會因怕真面目被看見而避開、逃掉。所以，親密/好朋友關係對第三型說並不容易建立，因為他們害怕被人看見自己的真面目，也因此很難開放自己與人坦誠交往。 第三型的你好勝心頗強，通常認為自己不能在朋友面前「認衰」，所以會表現得「很棒很棒」的，但世界上沒有一個人是十全十美的完人啊！當能容許自己以真面目視人，你的生活將很快樂！
心情highhigh時
健康的第三型是有自信的，並且覺得自己很棒，通常總有某些很傑出的地方令別人羨慕、欽佩。所以在朋友堆中，他們會是「明星」，得到很多的注意及羨慕的眼光。這些也正正是成就型在人際關係裡所需要的。 情緒downdown時
在心底裡，第三型的人的競爭性、處處想超越別人：所以身邊的朋友都會成為他們的比較對象，且有可能看不起比下去的人。亦因為他們很著重給予別人完全卓越的印象，所以會不斷包裝自己，滿口自跨的話，令自己顥得比真實的面貌來得強。他們真正的面目很難讓人看見。 朋友看你是
「好叻」、「好sharp」、「好串」、有時會說：「_！好叻咩！」 提升有時努力努力
走向「六仔」，會是成功的團隊領袖，有涵養，有實力，而且能適當運用策略，小心行事，會是很好的管理人員。 後退有時注意注意 會跌向「九仔」，兵敗如山倒，一蹶不振，毫無主見，自我放棄，到最後會一事無成，充滿無用感。 3/16/2007 ACCIDENT!!!It is snowing crazy today.... Got into a snow accident in a highway.... Almost crashed into a 10 foot tall ditch :( :(
3/11/2007 Love and positive energyWhen a man and woman are both in love, their emotions are encouraging them to make each other happy for life. In fact, the thought of spending life apart is usually frightening. It seems to them that they were made to be together for eternity. In almost every case, a man and woman marry because they are in love, and they are in love because their love bank balances are above the romantic love threshold. Moods and performance"Good things happen to people who keep themselves in a good mood. Bad things tend to happen to people who keep themselves in a bad mood, because of attacking other people's pride." Be happy, be a salesperson: The philosophy of love and getting along well with your mate.Like if you're a salesperson, "You are right. It does look like my product is more expensive than the other one.You're right. It is at the start. It takes less upkeep and does a better job. So in the longer run, it's less expensive. But you're right, it does look more expensive." [The secure person, the self-confident person is eager to please, happy to please, happy to do it the mate's way, and has the brain power to see, "Hey, you are right."] The philosophy of love and getting along well with your mate. Quoted from a love doctor. Getting along"If you talk about where they are wrong, they become more wrong. And if you talk about where they are right, they become immediately less wrong. And if you always instantly and happily do everything your mate's way, this gives you more time, more energy for doing your other hobbies. " Sacrifice vs HappinessDoes this sounds insightful? It does to me. Hope it helps. A guy carrying his brother says, "He's not heavy, he's my brother." This is no sacrifice. Kindness and HonestlyWe've been brought up on compulsive honesty, too, which means always be honest about what you feel. That's one of the worst things that we could be advised if having a happy, romantic, in-love relationship is our goal, because it attacks the other person's pride. And when you attack each other's pride, everything goes to hell. I dreamed of a metaphor many years ago. I am on top of 2 horses. I've got my left foot on top of one horse and my right foot on top of another horse. Now, the horse that my left foot is on is called "Kind." The horse under my right foot is called "Honest." As long as both of these horses are going in the same direction, I don't have a big problem because I'm okay. I'm balanced. But, when these horses go in different directions, I've been brought up to believe that I can be kind and honest. So I try to stay on both horses, and of course I fall off of both horses. So what I teach is to put three-fourths and keep three-fourths of my weight on the horse called "Kind," one-fourth of my weight on a horse called "Honest." And when they separate, and I know that they will go in different directions, then I put all my weight on the horse called Kind. Then later on, the horse called Honest rejoins, and I put the right foot back on the horse. 3/9/2007 Personality你的分類是 INFP 最配合的性格組合：ENTJ 最不配合的性格組合：ISTP - 內向型: 62.5% - 直覺型: 55% - 感性型: 52.5% - 熟思型: 67.5% >>> 基本分析 >>> INFP - 獨立、想像豐富的幫助者 理想主義者 很關心理想，甚至願意犧牲生命 易覺得別人不了解他而感到疏離 容易與外表安靜的人傾談，較怕羞 不用邏輯，會感性來獲得知識 很容易了解象徵的意義 不喜歡「假設」只喜歡真實 不想和別人發生衝突 很喜歡良善、積極的東西 不喜歡按規律做事，喜歡新的思想 對INFP人的描述： 含蓄文靜，待人友好﹔情感丰富細膩，并容易受傷﹔深深的關愛著自己身邊的人﹔富有創造性和想象力﹔對小事充滿了好奇心，并能靈活掌握﹔不易屈服。 對INFP類型的人來說，最重要的是持有他們深信的信仰，并能与他們的价值觀保持一致。INFP人總是充滿好奇的透過他們玫瑰色的眼鏡看人生。他們生活在一個完全顛倒的世界的邊緣。在那兒，世間的萬物得以复蘇，動植物擁有近人性的特質。 INFP類型的兒童經常生活在"神話和現實"之間，從現實到虛幻，再回到現實。除了少數一些以外，這些兒童都有自己虛幻的玩伴（如格林童話中的"書櫥女孩"安娜），也幻想著自己窒息而死的小動物能像Velveteen Rabbit和Skin Horse一樣能复活。 INFP人在任何事物、任何人身上都能發現美的存在, 即使他們并不很惹人喜愛, INFP人都對其有极大的同情心。他們將最深層次的情感隱匿在心底，甚至有時連他們自己都覺察不到它，直到周遭環境的變化才能激起這股久藏的激情。 INFP人傾好于在失敗中競爭，憑自認為完美的道德倫理奮斗著。 成長指引 用理性邏輯分析處境去發現統一性，多用閒餘去發展思想功能 較平常多用標準步驟做事 計劃及組織個人時間並徹底執行 就算失去興趣也要徹底執行計劃 要實際，腳踏實地的去看和記憶事物細緻條理，保持現實 在做自己有興趣的事之前，去做一些無趣的事 為別的緣故去放下或推遲自己的見解 生活中做些令人開心的刻板事情 開放讓看似不重要的打擾 願意去表達感受，甚至深入情緒 對過去要建立興趣，正如對將來的事情一樣 優點： 獨立自主、埋首工作、勸勉奮發、沈思的依自己理想行事。 對事情能面面觀之、以整體概念看事、富想像力、嘗試新鮮構想、喜歡複雜的工作、喜歡解決新奇的問題。 體諒他人感受、了解他人的需要、喜歡和諧的人際關係、易表露情感、喜去說服他人。 易於協調、可由各角度欣賞事物、具彈性、開放的態度、依據可靠的資料做定、不任意批評。 缺點： 對外在環境誤解、逃避他人、掩飾自己、坐失良機、易為他人誤會、不喜被打斷工作。 不注重細節、不注意實際、不耐沈悶、不合邏輯、把握不住現在、驟下斷語。 不合乎邏輯、不夠客觀、沒有組織系統的思考、不具批判精神全盤接受、感情用事。 猶豫不決、散漫無計劃、不能有效的控制情況、易被分心、不易照計劃完事。 * 給別人觀看本頁結果的連結 * http://kllc5.xddddd.com/mbti/result.php?token=91688606da38ae96c532507c5ea56ec1 2/27/2007 Raw lookMy hair is growing everywhere... Well, it takes less time to care for longer hair and beard. Thank you, Van Wa, the stylist, for his suggestions :P 2/26/2007 "Yes, I do... Till death do us apart" (與子偕老)------ English -------- "Yes, I do... Till death do us apart" or in Chinese (執子之手，與子偕老) --- it is easy said than done. I have great respect to those who are able to actually practice what they preach. It's always interesting to find out how many couples have never winter the storm for the time they are together. For those who manage to do so, they really have the blessings. Wish everyone would have this kind of blessing. All the old sayings about love sound simple. Yet, is it really easy to live a simple life? Well, the answer is SIMPLY NOT. To live a simple life requires efforts and luck. It is not an easy job at all to hold one's hand through the end of life. So many temptations and challenges in a romantic relationship. To live simple, one needs strengths, efforts, endurance, will power, and such. Every time I hear people say "I just wanna live a simple life and I don't wanna bogged down by the detail". For whatever reasons, my response is rather consistent when I hear comments like this --> "The devil is in the details. If you don't care about the details, how would you live a simple life?" Am I too much? Am I biased? Or do I have a different ways of conceiving "simple life?" Oh well, who cares? Or does it really matter? What matter most is to live a happy life and live to the fullest! That's what I care most. Wish everyone in my surroundings live a good simple life. ------ Chinese -------- "Yes, I do... Till death do us apart" or in Chinese (執子之手，與子偕老) ... 好多人講過 有幾多人做到? 好羨慕 好 respect 做到呢一樣既人 有幾多對 冇經過風風雨雨? 可以做到 "執子之手，與子偕老" 係一種福氣 希望每個人都得有呢種福氣~~~ "Simple life" 就係同一個人行一條幾十年既路。係就係好簡單 但一d都唔容易. 成日聽到話 "我其實只係想有一個simple life" 但可知道simple life 係要努力去經營 同幾分靠緣份 再加些少運氣... 所以每次一聽到 "我唔想諗咁多野 我只係想有一個simple life" 自己都會慣性地答 "Simple life 一d 都唔容易 如果你想要 simple life 但又唔想諗未來 咁都幾難喎~~" 係我想得太多定係大家既定義唔同呢? One way or the other, it doesn't really matter. What matter most is to life a happy life and live to the fullest! 與子偕老 by Donald Tsang
2/25/2007 Butterflies in stomach / 心亂如痲Such a nice song (Butterflies in stomach or 心亂如痲 in Chinese) by Janice. Awesome! It really describes well how one feels when one's partner is playing hard-to-find, detached, indifference, cold, but yet holding one up without making it clear whether he wanna break up. Outch... Every time I hear this song, I could feel how hurtful it is to the girl ... She loves him but not sure if the guy still loves her... Other than the lyrics, the music is cool. Janice did a marvelous job brining the mood out in the song. Way to go, Janice!! Great song, well sung. ~ I love this song, would someone sing it to me, just for the sake of karaoke? ~~~ 沒有膽色纏你 (I don't wanna bug you, drag it...) 心亂如麻 (Butterflies flying in my stomach, I am confused, puzzled, and confused... ) 回去吧 回去吧 (let go of me, leave me alone) 來讓我傷口結疤 (and let me heal) Lyrics --> http://hk.music.yahoo.com/song.html?songid=167308 Music Vedio --> http://www.youtube.com/watch?v=fUXoOdmUS9o |
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