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Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from the spirit, soul, and body. Cook, T. (2020)

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For learning to be successful, your child needs to have a strong, healthy and functional physiological, sensory-motor, spiritual, cognitive, behavioral, and affective components such as the following: central nervous- sensory system (especially visual and auditory), chakra system included is the RAS & ACC/HPA (parts of the brain), biofield (including electromagnetic field), neuroplasticity and IQ, positive perceptions specifically strength and empathy (along with reduced perceptions of anger/shame), hormones released such as serotonin, dopamine, cortisol along with autonomy (for meaning, speed processing, and long-term memory) and attunement (for meaning & motivation, speed processing, and short-term memory). This paper looks at the “whole child” and complete learning differences including the nature and nurture of the neurodifference. Again, speaking of the “whole child”- you need to examine every aspect of their learning, not just the end goal or result which is literacy and their appropriate learning behavior. Ways to look at neurodifferences holistically: observe and take observational notes on the child…50% Nature/50% Nurture (focus on epigenetics): https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-child-development/lL

In-text: (“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)

NATURE

Nature is maturation of brain and body; for the purpose of survival, it’s ability to perceive, give meaning, learn, and act including motivation and resilience of our very own environments. Speaking of the “whole child”- the vagus nerve connects the brain stem to the body. It also connects and aligns the seven chakras, RAS & ACC/HPA including their own biofield (including electromagnetic field). This vagal balance allows the brain stem to receive the information from the environment, the midbrain to monitor and receive information from our environment, and the frontal lobe to perceive the universal emotions which are the following shame, empathy, anger, strength, hatred, courage, grief, and compassion. The vagus nerve (thymus- vagus nerve chakra) can be deactivated, hyperactivated, underdeveloped, or going inactive in children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain. Specifically, if the vagal system is comprised including the following areas of the brain:

Anterior Cingulate Cortex (ACC) and the Alta Major Chakra

1.1 ACC illustration

(HPA) Hypothalamic–Pituitary–Adrenal and the Soma Chakra 

  1.2 HPA illustration

Section 2 Vagus Nerve

The vagus nerve is one of the cranial nerves that connects the brain to the body. More specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brain stem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of brain stem at the point of the reticular centers (RAS). Remember the RAS & ACC/HPA also allows the brain to monitor and receive information about several of the body’s different functions and matters of the heart including the perceptions and filters of the parasympathetic (shame) and sympathetic (anger) response system during stress such as reading. When you activate the chakras (major 7 and soma/alta major- HPA/ACC) and normalize, balance the vagal tone and electromagnetic field, it will stop the “epigenome” which are again the collection of chemicals markers (focus: inherently dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive attitudes and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve chakra). Note: The (ARAS) itself is on the cerebral cortex is responsible for achievement of consciousness.

2.1 Vagus Nerve Chakra illustration Note: includes soma and alta major

Remember the vagus nerve also connects the brain stem to the body. The vagus nerve also is connected to the seven chakras via RAS & ACC/HPA- by activating the seven chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brain stem to the body; hence, regulating our biofield (including electromagnetic fields). One of the major goals of the paper and program includes holistic alternatives and activities to block or ease the production of specific inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus nerve, align and balance the seven chakras (soma/alta major also) including RAS & ACC/HPA areas of the brain to regulate our own biofields (including electromagnetic fields).

2.2 RAS illustration

Vibrating-the-Alta-Major [2020]

RAS 2.2 illustration Rectangular Activation System (RAS) illustration Note: includes soma and alta major chakras. The reticular activating system (RAS) is a network of neurons located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. Important RAS info. includes the following excerpt: ‘The RAS is said to be the gas pedal [slow, accelerate or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996).

 Section 3 Also NEEDING TO BE ADDRESSED FOR LEARNING ISSUES:

Our Electromagnetic System

3.1 EM and Torsion Field illustration

Our Biofield

3.2 Biofield illustration 

Our Chakra Systems   

Next, I have to mention other parts of the brain that have a part in some of the most important aspects of learning which includes the following tasks: 

analysis (break down category and sequencing)

sensory processing

memory/learning (short and long term memory) 

motor control

autonomy (meaning) and attunement (motivation)

The brain stem (reptilian brain) again regulates our sympathetic (anger) and parasympathetic (shame) systems as it responds to stress: such as when reading. It also acts like a vehicle for sensory information. Note: Students with Sympathetic Functional System Dominance (SFD) have mostly hyper-sensory processing and Parasympathetic Functional System Dominance (PFD) has hypo-sensory processing. Lastly, it helps to be familiar with the midbrain (mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such as…

Basal ganglia- regulating motor functions. Students with Sympathetic Functional System Dominance (SFD) have mostly hyper-sensory processing and hyperactivity in their proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type & cerebral palsy) and Parasympathetic Functional System Dominance (PFD)- have mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular, and fine-motor abilities (ADHD-inattentive type & dysgraphia).

Pineal Body, Pituitary & Adrenal Glands (see hypothalamus below)- synthesizes melatonin, serotonin and dopamine and cortisol which helps you respond to stress (reading for example) and has many other important functions. Note: Students with Sympathetic Functional System Dominance (SFD) are deficient in dopamine and have hyer-norepinephrine production (diligence- fight, flight, flee & hyperarousal). Students with Parasympathetic Functional System Dominance (PFD) are deficient in serotonin and have hypo-norepinephrine production (hypoarousal, memory retrieval, diligence/motiavtion-freeze). Remember: ACC- is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta major chakra), HPA-(Hypothalamic–Pituitary–Adrenal Axis- associated with the soma chakra and both associated to the thymus chakra aka vagus nerve chakra).

Corpus callosum- links both hemispheres and to varying degrees. Hence students might have a lateral cognitive dominance of the functioning system- the students with the right-hemisphere dominance have Parasympathetic Functional System Dominance (PFD) and might have dyslexia and/or high functioning autism. If a student has total or left corpus callosum dysfunction then having total right or left-lateral hemisphere dominance have Sympathetic Functioning System Dominance (SFD) or Total Functioning System Dominance (TFD) and might have autism along with other learning differences (below). Note: Analysis (break down category and sequencing)- is a left-hemisphere task: therefore, students with dyslexia, High Functioning Autism, can have language deficits. Evaluation (specifically color, shape, size & dimension)- is a right-hemisphere task: therefore, autism can have Irlen Syndrome.

3.4 Internal Brain illustration

Medulla oblongata:

Thalamus- integrates and sends sensory information 

Olivary body- motor learning and perception of sound (auditory and visual processing specifically) 

Hypothalamus- speed processing of information includes also the hippocampus- which is in the limbic system and regulates perceptions (such as perception of shame, long-term memory). Note: Students with Sympathetic Functional System Dominance (SDF) react with anger and have hyper-speed (accelerated) processing and long-term memory issues (both also varied from trying to regulate accelerated-slow so one and so forth). Students with Parasympathetic Functional System Dominance (PDF) filters with perceptions of shame, have slow speed processing and bypassing the facts needed for short-term memory-headed straight to filtering based on meaning and perceptions (again shame)- short term memory issues. Remember: RAS-alta major chakra, pineal and pituitary gland (pituitary chakra), crown chakra specifically for Parasympathetic Functional System Dominance (PFD) & HPA- soma chakra, hypothalamic–pituitary–adrenal axis for Sympathetic Functional System Dominance (SFD).

Pons- integrating both the medulla oblongata at and the thalamus. Students can have a hypo or hyper thalamus have problem with sensory integration. Plus, the pons connects areas of the brain that controls autonomic functions (para/sympathetic) and movement including speaking (RAS-alta major chakra, crown chakra specifically). Students with Sympathetic Functional System Dominance (SFD) can have hyper-visual processing leading to convergence and other visual processing issues. Students with Parasympathetic Functional System Dominance (PFD) have a hypothalamus issues and are also known for their pons dysfunction (PONS is addressed more in my adult ELBERT™ program); hence, they have hypo-auditory processing leading to dyslexia and other central auditory processing issues and sometimes even dyspraxia (speech disability).

Nurture

Nurture- is the adaptation of children responding to the demands of the environment in ways that meet their own goals and function in a safe and secure way. For the child with neurofifference, it’s to integrate particular observations (patterns first) into a body to form coherent knowledge also the organization; primarily, It’s the basis on the child’s need for meaning and motivation (ask me about Executive Functioning issues and/or disability). Therefore, the adult should make observational records of children’s inductive reasoning and matters of the heart (discussed more below) on all children before intervention!! Lastly, they need to be provided a safe, supportive, healthy, and loving environment to prevent kids from learning from primarily from either their mental, emotional and etheric bodies (anger/shame). Relative to epigenetics, my specific emphasis in the paper and program is the heart for instance: anger being replaced with strength, shame being replaced with empathy and both with love and removal of fear: therefore, they will increase their connection, trust, and love for themselves and others. I also touch on the safe, positive learning environments, toxicity and other environmental factors for instance you can view some of the activities and exercises: HERE.

In-text: (“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)

Section 4 Physical Plane- (see illustration 4.1 above)

Emotional Body– Shame see Parasympathetic Functional System Dominance (PFD)- needs body/soul connection and attunement for help do controlled by ACC- (green above) which is part of RAS (Pineal , Pituitary, Carotid Glands, and PONS area of the brain) along with Crown, 6th chakra, and Alta Major Chakra which is known for increasing energy (hyperarousal), also includes VACC involved in emotional appraisals, cognitive control, and error T. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra (see below).

Mental Body– Anger see Sympathetic Functional System Dominance- (SFD) needs body/soul consciousness, connection and atonomy for help do HPA- Part of the Hypothalamic–Pituitary–Adrenal axis which is part of RAS especially the 7th chakra and includes the Crown, Pituitary and Soma Chakra (right behind 3rd eye) which is known for decreasing energy (hypoarousal) and increasing consciousness. The HPA axis is responsible for the neuroendocrine adaptation component of the stress response. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra (see below).

Etheric Body– Anger/Shame has problems with both the emotional and mental body see Total Functional System Dominance (TFD)- needs Body-Soul Connection for help do RAS including ACC/HPA along with chakras 6-8th includes the Pineal & Pituitary Gland, PONS part of the brain, Crown, Pituitary and Alta Major/Soma Chakra. Also RAS especially the 8th chakra which mainly is part of the brain stem via vagus nerve (thymus- vagus nerve chakra) involved in arousal (hyper-hypo) which helps learning such as focus/attention, sensory integration, hormones released, speed processing, LT/ST memory, vigilance/motivation, and overall (hypo-, hyper-, & varied) arousal, sleep and wakefulness, and control of reflexes. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra.

Note: illustration 4.1 All three types of having a Functional System of Dominance (FSD) are about the 2C’s: connection and control along with trust of the body, soul, and spirit. They can be hard to heal due to each individuals circumstances, experiences and attitudes. They can be hard because because the anger/shame responses are survival tools and actually work for some people. To a point, to where it doesn’t work for them any longer and can be actually harmful to their and others safety. They have to want to release, heal, and lose control to gain connection. Plus, the findings on epigentics (above) let us know the epigenome can be something temporary. This is why RAS which includes the alta major chakra and the ACC/HPA with soma chakra takes awareness, work and needs to be “worked on daily”. No worries, I will give you ways in the revolutionary program, ELBERT™ and I’m here to coach you along the way to heal your DNA- for generations can benefit from revolutionary teaching! Again, awareness including knowledge and wisdom, controlling chemical markers, and matters of the heart are key to all this change.

The Program

Again, the goal of the program ELBERT™ is to heal our very own DNA holistically through exercises and activities which block or ease the production of specific inflammatory proteins (toxicity) excreted by the gut-brain axis , decreasing bio-chemical reactions that happen between the Pineal, Pituitary, Adrenal & Carotid Glands along with decreasing the RAS & ACC/HPA deficiencies, and regulating our own bitfields (including electromagnetic fields) by activating and aligning the vagus nerve (via vagus nerve chakra- thymus). I teach, consult and coach anyone interested in healing their DNA; I even offer group trainings. This program more specifically also looks at their own unique learning difference by examining each child’s neuro-systematic learning functions (All learning goes by these areas and systems: vagus nerve, frontal lobe (limbic system), brainstem and midbrain, along with cortical neurosystems). Limbic– My literacy lesson plan template that includes the multiple intelligences along with 4 F’s: Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are typically included in the limbic system fall into two categories. … and (brainstem) processing side and short-term memory (the limbic cortex, amygdala and hippocampus) and (midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward. In terms of longterm physiological changes, it is also associated with long-term memory. For assessment and ongoing evaluation, I use a rapid word and letter sound recall checklist, plus some informal observations included in the lesson plans-mentioned above. Brainstem– I have a fight, flight, flee and freeze observational checklist which includes alternative and holistic activities and exercises for the release of stressors and reactivation of the vagus nerve (vagus nerve chakra-thymus) to the body for instance: prayer, yoga, affirmations, meditation, breathing, emotional coaching exercises and activities that look at the “whole child” and activating the vagus nerve for instance; PRESS HERE. Midbrain– A screening and recommendations for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing. Cortical– Lesson plans and activities for taking care of the “whole child” and their individual, dynamic needs for learning and the domains of development.

Lastly, the RAS (ARAS) is our consciousness and how we makes or thoughts, ideas, focuses, intents or dreams into reality. It’s again in coordination with our thymus, and the soma/alta major chakras for consciousness-awareness of soul, meaning God’s perceptions and our purpose. In my program, I give the focus and intent of each activity; but when you, yourself, hears and sees from God- note: your focus as long it’s from God is always Good (even if it changes from my own personal perspective)!!! Lastly, I believe in a UNITED EARTH, so I try to represent “the East and the West” as not being separate- ONE EARTH. Where Only God can make us “whole”, we are all humans with the same smiles, tears, sadness, laughter, and neurodifferences. If we ALL focused and found importance in love and healing, this planet would be even more divinely miraculous (focus on emotional reappraisal).

“…that you will see the difference between what is important and what is not and choose what is important; that you will be pure and blameless for the coming of Christ;…” ‭‭Philippians‬ ‭1:10‬ ‭ERV.

Closing Thoughts

When have you asked your child, what positive did you have today?

Where is your focus of attention as being important?

Where is our children’s focus?

Is our focus of being important enough on our own body, mind, and spirit?

In today’s time, is our attention on God and His Word?

Is your focus mainly positivity in attitude and thoughts? 

What does your family find important?

Where did you get the inspiration to write the program Elbert? Read here http://myelbert.com/2020/03/28/speaking-of-the-whole-child-again-where-did-you-get-the-inspiration-to-write-the-program-elbert/

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“You have to want to release, heal, and lose control to gain connection.”-Tricia Cook

#learningdifference, #tcooktutor, #dyslexia,

#neurodifference, #epigentics, #love, #RAS,

#neurounderstanding, #elbert, #dyslexiahelp

References: 

The Best Brain Possible. (2020). How Trauma Impairs Brain Function – The Best Brain Possible. [online] Available at: https://thebestbrainpossible.com/trauma-impairs-brain-memory/ [Accessed 6 Feb. 2020].

Bonaz, B., Sinniger, V. and Pellissier, S. (2017). The Vagus Nerve in the Neuro-Immune Axis: Implications in the Pathology of the Gastrointestinal Tract. Frontiers in Immunology, 8.

Energymagazineonline.com. (2019). [online] Available at: https://www.energymagazineonline.com/content_assets/archived_articles/A-Brief-Tour-Through-the-Body-Mind-for-Purpose-of-Reaching-Spirit-Tiffany-Barsotti-Jan_Feb2017.pdf [Accessed 23 Dec. 2019].

Healandthrive.com. (2019). [online] Available at: https://www.healandthrive.com/wp-content/uploads/2017/11/A-Proposed-Spiritual-Axis-of-the-Bodymind-How-the-Reticular-Activating-System-Vagus-Nerve-and-the-Alta-Major-Chakra-Axis-May-Be-the-Nexus-of-Bodymind-Spirit-Consciousness.pdf [Accessed 13 Dec. 2019].

Healersresource.com. (2019). Healers Resource. [online] Available at: https://www.healersresource.com/ [Accessed 24 Dec. 2019].

Heatherton, T. (2011). Neuroscience of Self and Self-Regulation. Annual Review of Psychology, 62(1), pp.363-390.

Highscope.org. (2020). [online] Available at: https://highscope.org/wp-content/uploads/2018/11/HSActiveLearner_2018Fall_sample.pdf [Accessed 15 Jan. 2020].

Intermittent electrical stimulation of the right cervical vagus nerve in salt-sensitive hypertensive rats: Effects on blood pressure, arrhythmias, and ventricular electrophysiology.” Physiological reports. 2015; 3(8): e12476. doi: 10.14814/phy2.12476

Jeri LaVigne, Ed.D. (2019). Effect of Sound on Brain Arousal – Jeri LaVigne, 

Ed.D.. [online] Available at: http://www.jerilavigne.com/effect-of-sound-on-brain-arousal/2013/03/11/

Ncbi.nlm.nih.gov. (2020). PubMed Central Image Viewer.. [online] Available at: https://www.ncbi.nlm.nih.gov/core/lw/2.0/html/tileshop_pmc/tileshop_pmc_inline.html?title=Click on image to zoom&p=PMC3&id=5673632_fimmu-08-01452-g001.jpg [Accessed 1 Jan. 2020].

Pessoa, L. (2008). On the relationship between emotion and cognition. Nature Reviews Neuroscience, 9(2), pp.148-158.

Petty, P. G. Consciousness. Journal of Clinical Neurosci-ence. 1996: 3(4), 390. (search: ventral anterior cingulate cortex (vACC_, sometimes referred to as subgenual anterior cingulate).

Rutecki, P. (2019). Anatomical, Physiological, and Theoretical Basis for the Antiepileptic Effect of Vagus Nerve Stimulation.

Poindexter, J. (2019). Attention Seeking Behavior: How to Gently, But Effectively, Stop it – A Fine Parent. [online] A Fine Parent. Available at: https://afineparent.com/be-positive/attention-seeking-behavior.html [Accessed 6 Dec. 2019]. 

Neuro.psychiatryonline.org. (2019). Anterior Cingulate Cortex: Unique Role in Cognition and Emotion | The Journal of Neuropsychiatry and Clinical Neurosciences. [online] Available at: https://neuro.psychiatryonline.org/doi/full/10.1176/jnp.23.2.jnp121 [Accessed 23 Dec. 2019]. 

Sciencedirect.com. (2019). Reticular Activating System – an overview | ScienceDirect Topics. [online] Available at: https://www.sciencedirect.com/topics/neuroscience/reticular-activating-system [Accessed 23 Dec. 2019].

Sciencedirect.com. (2019)2. Vagus Nerve – an overview | ScienceDirect Topics. [online] Available at: https://www.sciencedirect.com/topics/neuroscience/vagus-nerve [Accessed 24 Dec. 2019].

Tang, Y. and Tang, R. (2019). Ventral-subgenual anterior cingulate cortex and self-transcendence.

Youtube.com. (2019). YouTube. [online] Available at: https://www.youtube.com/watch?v=3F4HS6Eo5q8. (2019). [Accessed 23 Dec. 2019]. 

YouTube. (2020). (How to Use Your Reticular Activating System) to Get What you Want. [online] Available at: https://youtu.be/BYlpZ5F4668 [Accessed 12 Feb. 2020].

Yuan, H. and Silberstein, S. (2015). Vagus Nerve and Vagus Nerve Stimulation, a Comprehensive Review: Part III. Headache: The Journal of Head and Face Pain, 56(3), pp.479-490.

<a href=”http://Online. 2020. [image] Available at: Online. 2020. [image] Available at: <http://file:///D:/Neurology%20of%20ADHD_files/Pathology_neuro-differences/Vibrating-the-Alta-Major.pdf&gt; [Accessed 28 March 2020].

Rates and predictors of seizure freedom with vagus nerve stimulation for intractable epilepsy.” Neurosurgery. 2016; 79(3): 345-353. doi: 10.1227/NEU.0000000000001165

Resources. (2019). How Our Brain Works: 10 Surprising Facts | Buffer Blog. [online] Available at: https://buffer.com/resources/10-surprising-facts-about-how-our-brain-works [Accessed 5 Dec. 2019}.

What is Epigenetics? The Answer to the Nature vs. Nurture Debate. (2020). Retrieved 28 February 2020, from https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-child-development/#epigenetics

Wecanandmustdobetter.org. (2020). [online] Available at: http://www.wecanandmustdobetter.org/files/7314/2736/9385/Using_a_neurodevelopmental_lens_when_working_with_children.pdf [Accessed 31 Jan. 2020]

Vagal nerve stimulation for treatment-resistant depression.” Neurotherapeutics. 2017; 14(3): 716-727. doi:10.1007/s13311-017-0537-8 

Vagus nerve as modulator of the brain-gut axis in psychiatric and inflammatory disorders.” Frontiers in psychology. 2018; 9(44): 1-15. doi: 10.3389/fpsyt.2018.00044

Vagus nerve stimulation dramatically reduces inflammation.” Psychology Today, 7/6/16. (psychologytoday.com/us/blog/the-athletes-way/201607/vagus-nerve-stimulation-dramatically-reduces-inflammation)

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TFC- 2/22/20

My Elbert: Neurodiversity & Disparagement

The research was published…Personality and Individual Differences (think about autonomy):

Another Recent Study uncovers the “Tendency for Interpersonal Victimhood”: A new personality construct has been defined that describes people who persistently see themselves as victims within interpersonal conflicts [such as disparagement]. This research has suggested, for example, that middle school students with learning disabilities often view academic situations as threatening, even exhibiting physiological stress responses upon entering a room where they will be asked to read. While more successful readers tend to show mild anxiety when asked to read aloud, students with a history of reading difficulties show elevated heart rates and other indicators [sympathetic-anger] of stress even before being given instructions.25

SEVEN IMPACTS OF DYSLEXIA CAUSING INTENSE EMOTIONS

Here’s let’s think about the impacts of dyslexia and the disparagement all creating anger/shame especially in school:

First:

Difficulty understanding any concept without starting with the “whole picture”. The dyslexic learner thinks and understands the world in whole concrete images. If the whole concrete image has not been presented first and is available when the student is starting to learn the parts, the parts will not make any sense and the brain will discard them. The dyslexic needs to start with and see whole images and whole concepts, not the separated parts.

Second:

Difficulty with understanding the parts separate from the whole image of the word. If these students cannot see the parts within the whole and the whole image at the same time, they cannot make sense out of pieces or parts of information.

For example, demonstrating fractions. Use two oranges, keep one whole, cut the other up first into halves then into quarters, but always have the visual image of the whole orange present. The student must understand that the word fraction stands for the equal parts you have created from the whole.

Third:

Difficulty with the skills of hand printing, spelling, reading, and composing sentences correctly. This usually means that the dyslexic brain cannot transfer its concrete images adequately, which works with abstracts and uses the language of words and numbers.

Fourth:

The dyslexic thinker cannot learn, analyze, or work with what they do not understand or can process. This is a strong indication that although the students are taking in information and attempting to store it in whole concrete images, they are not using it for thinking or learning that requires abstract processing. Instead, they are memorizing the image of the information and giving it back verbatim in their answers. Basically, difficulty with understanding the parts separate from the whole image of the word.

Fifth:

The dyslexic learner does not always understand the abstract words, thoughts, and ideas they hear or read as they cannot easily turn them into whole concrete images they can visualize. Words must be memorized beforehand, so the brain does not have to lose time during reading figuring out how the word is decoded, what it sounds like or means. If the student spends too much time in decoding and recognizing the individual words, comprehension of the story is lost.

Sixth:

The student is forced to reread the passage over and over to understand what they have just read. Their short-term memory can consequently dump the information when the dyslexic has struggled too long to decode the words and find context in what they are reading. Therefore, the student will not be able to answer any questions about their reading assignment because the student has not processed the information correctly or stored it in long-term memory.

Seventh:

Difficulty in following instructions. Dyslexic students need very specific and complete instructions on how to do an assignment, project, test or complete a lesson. Again, this is about the necessity to see the whole picture.

They need to understand how the assignment starts and ends. They need to know: where to put their name, date and title; what kind of paper to use; pen, pencil, or computer; the date to hand it in; how the answers should look (for example: one word answers, a paragraph or a page); and any other issues that may be of concern for the student. Once the student has all the information they require they have the “whole picture” of what to do and can now see the parts so they are ready to start the assignment.

Also, the entire lesson or explanation must be given at one time on the same day. If this does not happen, the students will forget everything they should have learned to be able to work on and complete the assignment. Dyslexic students should always be allowed and encouraged to ask questions to fill in any gaps they have in understanding what they are required to do.

With Disparagement Some Can Start to Disassociate, Increase Shame, AND/OR Become INATTENTIVE to What They Are Reading

Researchers investigate why we “space out” and stop paying attention to the world around us when we become engrossed in social media posts.Sometimes when we are reading a good book, it’s like we are transported into another world and we stop paying attention to what’s around us. Researchers at the University of Washington wondered if people enter a similar state of dissociation when surfing social media, and if that explains why users might feel out of control after spending so much time on their favorite app. [Retrieved from https://neurosciencenews.com/dissociative-state-social-media-20640/].

Murphy and Zajonc (1993) affirmed a previous finding that positive and negative affective responses “can be evoked with minimal stimulus input and virtually no cognitive processing [fight, fight]” (p. 723). They further found that when affective network response is elicited outside of conscious awareness, brain response is diffuse and a specific location cannot be specifie

Over time, I observed those who experience disparagement- go from anger in nature, to hatred and resentment. Similarly, those with shame nature- go from regressive anger to shame, grief, and guilt, “The emotion is a direct avenue to explain a spiritual truth.” Likewise, “draw away the mind from its grief… “later noting that ‘we ought not to grieve for those whom we see to be set free, and we bear in mind that so many holy souls are, not without a purpose, at this time loosed from the chains of the body’ (1.67). ” Written by Rt. Revd. Prof Bishop Irenei of London and Western Europe HERE

According to Fr. Stephen Freeman, acknowledging our emptiness and brokenness, our failures and weakness, is an exercise in confronting shame. It can be quite painful – something we either avoid or cover over with self-loathing. Shame is not self-loathing. Indeed, the energy behind our self-loathing is simply pride (ϕιλαυτία). Self-loathing is consumed with the self and driven by its unwillingness to be that person. Bearing our shame is the willingness to acknowledge the truth of ourselves and our lives as a simple fact, without protest or promise of reform. It is enduring the simple fact of our lives, how we live them, how we fail, how we really do not love God or others, etc. It is not an exercise in comparative failure – it does not matter whether our weakness is similar to anyone else’s. Such comparisons are merely another exercise in self-justification, an avoidance of the fact, the shame, of our lives. ‘ Looking away [from all that will distract] to Jesus, Who is the Leader and the Source of our faith [giving the first incentive for our belief] and is also its Finisher [bringing it to maturity and perfection]. He, for the joy [of obtaining the prize] that was set before Him, endured the cross, despising and ignoring the shame, and is now seated at the right hand of the throne of God. [Ps. 110:1.]’ Hebrews 12:2

In this particular ancient tradition, anger [and shame], or any passion for that matter, is not an appropriate motivation for any action….Of course one must act, personally and politically, in whatever ways are possible and appropriate to make the world a better place, but not with anger burning in your heart.  Anger blinds and deafens.  Anger keeps us from thinking clearly and from paying attention to and loving the human beings in our presence right now.  Anger drives away the Holy Spirit and consistently leads us to say and do things we later regret.  Anger is not the way. We need to give the heart a way out of itself. This goes back to the idea of opening the heart to others. If you want to get out of the trap of anger or resentment, of bitterness, of depression, a key starting point is to find ways to serve another person, because when you really serve someone else, when you offer genuine compassion to another suffering person, the heart does not have time to be bitter, does not have time to loathe or to hold onto energies.

Retrieved from: http://udltheorypractice.cast.org/reading?5&loc=chapter2.xml_l1969929l ; https://www.ancientfaith.com/specials/eastern_orthodoxy_and_mysticism/orthodoxy_and_mysticism_part_3_qa; https://www.ancientfaith.com/podcasts/prayingintherain/some_thoughts_on_anger)

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My Elbert: Neurodiversity & THE ACC (emotional body)

Epigenetics comes to Life: Neurodevelopmental disorders (NDDs) encompass a broad group of conditions characterized by alterations in the development of the central nervous system (CNS), resulting in varying degrees of cognitive and/or behavioral symptoms. Several conditions are grouped under the diagnosis of NDD, including intellectual disability (ID), learning disorders, communication disorders, motor disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum condition (ASC), epileptic encephalopathies (EE), and schizophrenia (SZ) [1, 2]. In the “Journal Nature Neuroscience”: Intelligence ‘Networks’ Discovered In Brain For The First Time, 2015-“Remarkably, they found that some of the same genes [M1 & M3] HERE that influence human intelligence in healthy people were also the same genes that cause impaired cognitive ability and epilepsy when mutated.” “Also, studies show that autistic people have a 20% risk of having epilepsy and that people with epilepsy have a 20% chance of being autistic. The reason for this may be that the effects of epilepsy and autism spectrum condition (ASC) on brain structure and function overlap. Chromosome 12-GRIN2B The NMDA receptors mediate a slow -permeable component of excitatory synaptic transmission in the central nervous system. The early expression of this gene in development suggests a role in brain development, circuit formation, synaptic plasticity, and cellular migration and differentiation. Naturally occurring mutations within this gene are associated with neurodevelopmental disorders including autism spectrum condition, attention deficit hyperactivity disorder, epilepsy, and schizophrenia.

The anterior cingulate cortex (ACC) lies in a unique position in the brain, with connections to both the “emotional” limbic system and the “cognitive” prefrontal cortex. Thus, the ACC likely has an important role in integration of neuronal circuitry for affect regulation and can be identified as a distinctive region in understanding psychopathology. Affect-regulation, the ability to control and manage uncomfortable emotions, is a primary goal for mental health clinicians in treating psychopathology.7 Avoidance of painful emotions is often the motivating force in negative behaviors such as substance abuse, binge eating, and suicide. These actions are taken as part of maladaptive approaches to control, avoid, or regulate painful emotions. Clinicians often treat patients by helping them to develop more adaptive coping mechanisms in regulating their emotions. Understanding the processes by which ACC contributes to regulation of emotions may assist clinicians in their therapeutic work. {Also- see PONS as well…Retrieved from https://neuro.psychiatryonline.org/doi/10.1176/jnp.23.2.jnp121].

Autism spectrum condition (ASC) and dyslexia are both neurodevelopmental disorders with high prevalence in children. These two disorders share common genetic risks remain elusive. DOCK4 (dedicator for cytokinesis 4), a guanine nucleotide exchange factor (GEF) for the small GTPase Rac1, is one of few genes that are associated with both autism spectrum condition (ASC) and dyslexia. Dock4 is important for neuronal development and social behaviors. Likewise, recent research examining polygenetic risk has revealed several significant associations between dyslexia risk and genetic liability to several neuropsychiatric and neurodevelopmental disorders and problems (Gialluisi et al., 2020). Thus, polygenic inheritance is the phenotypic trait that is not a single gene trait but a cumulative expression of multiple genes. What are other polygenic inheritance examples? Human phenotypes or human physical traits such as hair color, height, skin color, blood pressure, type-2 diabetes, coronary heart disease, cancer, arthritis, intelligence, autism, and longevity. However, these conditions are not just genetic since polygenes can be influenced by environmental factors. [Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7488083/; https://www.frontiersin.org/articles/10.3389/fncel.2019.00577/full; https://onlinelibrary.wiley.com/doi/10.1002/dys.1681?fbclid=IwAR3pdYZTYwoFMSFASW8CDJwzOpyNRVpMyt38K0_K-4IweECeBJZIrNbmaSE;https://www.biologyonline.com/dictionary/polygenic-inheritance; https://www.biologyonline.com/dictionary/polygenic-trait].

Note: New research from the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London has found that some processes behind the early development of GABAergic neurons, neurons that produce the main inhibitory chemical messenger in the central nervous system, are consistent between humans and mice. Many of these disorders have overlapping genetics and phenotypes and changes in striatal and cortical GABAergic neurons have been robustly documented in both autism and schizophrenia.” [Retrieved from https://neurosciencenews.com/gaba-neurodevelopment-asd-19784/].

What is the Interoceptive System? Having trouble with this sense can also make self-regulation a challenge because of physiological processes related to affective feeling. The interoceptive system [also] has special nerve receptors which are located throughout our bodies including internal organs, bones, muscles, and skin. These receptors send information to the brain. The brain interprets this information and uses it to tell us how we feel. The interoceptive system helps our bodies stay in a state of optimal balance, which is known as homeostasis. [Retrieved from https://occupationaltherapy.com.au/interoception]. Especially, it’s hard for those with Interoceptive Discrimination Disorder (IDD), which is a form of Sensory Processing Disorder (SPD), it is very difficult to distinguish internal feelings from external ones. [Retrieved from http://sinetwork.org/the-other-senses-interoception/].

Note: A study found impaired functional connectivity and autistic-like behaviors in CX3CR1−/− mice lacking responsive microglia (Zhan and others 2014), for example, though this could be due to two reasons: a transient decreased microglial density in postnatal development, or the fractalkine signaling pathway being responsible for the tagging of synapses. Also, a new study expressed by microglia—the immune cells of the central nervous system—TAMs perform bona fide immune-related roles as regulation of inflammation and cytokine secretion both in health and in disease such as Alzheimer’s and Parkinson’s disease, ischemia, and multiple sclerosis. Likewise, TAM receptor MERTK expression is enriched in the central nervous system and in resident innate immune cells where it regulates numerous functions that support brain plasticity. Consistent with other receptor tyrosine kinases (RTKs), the TAM receptors become activated following ligand binding, receptor dimerization and subsequent trans-autophosphorylation of the kinase domains to activate intracellular signaling cascades and modulate gene transcription. More specifically, the TAM receptors are activated upon IgL domain binding to the LG-like domains of their ligand [37, 38]. Prior to activation, glutamic acid γ-carboxylation of the Gla domain the ligand Gas6 or Protein S is required [39]. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/neuroimmune-brain-plasticity-19663/amp/?fbclid=IwAR2 b73FidTuEOXEratUhsXrvKD9Be9PWOVfCRsYTAG8IDColpka5Lm3EpM;https://molecular-cancer.biomedcentral.com/articles/10.1186/s12943-019-1022-2].

Alzheimer’s disease is the most prevalent neurodegenerative disease in aging, affecting approximately 46 million people worldwide. Theories point to a number of potential causes, including age-related changes in the brain, along with genetic, environmental, and lifestyle factors. These lead to the accumulation of toxic proteins (tau) in the brain—and according to recent evidence, immune system changes—that result in loss of neurons and their connections. To examine how the brain’s immune cells may contribute to Alzheimer’s disease, Dr. Gan and her colleagues first established the molecule fingerprint of individual microglia in the brains of patients with Alzheimer’s disease who carry a mutation in the TREM2 gene that markedly elevates the individual’s risk for developing Alzheimer’s disease.

TREM2 is a receptor mainly expressed by microglia in the brain, and among other functions, it signals through an enzyme named AKT to modulate inflammation and metabolism. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/microglia-alzheimers-prevention-19732/amp/?fbclid=IwAR3S_hUbO5cJNy6VkvsGhp7GZ3Q5bPaeFeksIC_XiAjce4_wgAxSF7arEiM; https://www.science.org/doi/10.1126/scitranslmed.abe3947].

Humbled by His Victory for: ‘Then He opened their minds to [help them] understand the Scriptures, ‘ Luke 24:45 Comforter (8) Humbleness (Simple) by His Hope In faith for upon Jesus Holy Name: I know Peace Jesus ‘looked up toward heaven, and with a groan he said, “Effatha!” which means “Open up!” Mark 7:34

And his ears were opened [Their Mind], and the impediment of his tongue was removed, and he began speaking plainly. Mark 7:35

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My Elbert: NDD’s and Neurotoxicity

Metal-based Toxicity

Environmental degradation is a process through which the natural environment is compromised in some way, reducing biological diversity and the general health of the environment. This process can be entirely natural in origin, or it can be accelerated or caused by human activities. The major causes of the environmental degradation are modern urbanization, industrialization, over-population growth, deforestation etc. Environmental pollution refers to the degradation of quality and quantity of natural resources. [Retrieved from Here…Read more below].

Researchers at Gladstone Institute, have found that calm reduces levels of the protein tau, which is known for its role in Alzheimer’s disease and other neurodegenerative conditions, changes excitatory and inhibitory cells in ways that make it harder for the brain to burst with overexcitation. It also promotes the maintain balance in the brain. Previously they showed in mouse models that reducing tau levels makes the brain more resistant to epilepsy of diverse causes. [Retrieved form https://www.sciencedaily.com/releases/2021/10/211019223309.htm].

” Retrieved from https://www.ncbi.nlm.nih.gov/gene/2904; https://www.medicalnewstoday.com/articles/260649#link; https://ww.eurekalert.org/news-releases/675909#.YTTkWdpAnSc.twitter; https://medcraveonline.com/MOJPB/dna-the-phantom-effect-quantum-hologram-and-the-etheric-body;html?fbclid=IwAR199BUqYjWCvNGq2GCgdzl3d0n_lVzu_6na4KVVcYVuBzk-JeiM-CgRyDQ;

Cell–cell interactions (CCIs) are physical interactions between two or more cells, which can be mediated by proteins, ligands, sugars or other biomolecules. Protein–protein interactions (PPIs) are physical interaction between two proteins, often involved in structural systems, signal transduction or metabolic processes. Differentially Expressed Genes are identified as more highly (or lowly) expressed in one condition versus the other after comparison of their expression values between two conditions. Genes with restricted, constitutive or unusual pattern of expression are quantified accordingly to their characteristics to avoid miscalculation or underestimation of signals. Operational taxonomic unita definition used to classify groups of closely related organisms. DNA sequences can be clustered according to their similarity to one another, and operational taxonomic units are defined based on the similarity threshold (usually 97% similarity) set by the researcher. Biomolecules or biological molecule, any of numerous substances that are produced by cells and living organisms. (Retrieved from https://www.hindawi.com/journals/ijg/2003/393029/; https://www.nature.com/articles/s41576-020-00292-x#Sec22)

Note: Iron molecules are found in a variety of different chemical environments in biology. In addition, iron biomolecules can be divided into those which utilise iron to effect a biological function (02 transport, electron shuttling, etc.) and those which transport and store iron. With regards to Parkinson’s Disease, one of the targets that LRRK2 regulates is called Rab8a, a protein which, along with many others of the Rab family, helps control the movement or “trafficking” of a wide variety of cellular vesicles (vesicle is a structure within or outside a cell, membrane-bound subcellular compartments). [Retrieved from https://neurosciencenews.com/parkinsons-diseaseiron-19808/].

Nerve cells in the human brain talk to one another at sites called synapses, where molecules are released to signal to the next cell. When people learn or remember things, this signalling is strengthened. When communication between synapses goes wrong, circuits become broken. The function of nerve cells and synapses depends on proteins that are made using information encoded in genetic material called RNA. It is thought that RNAs are located exactly where and when they are needed for synaptic signalling because some kind of synaptic ‘tag’ labels the correct active synapse. Scientists have recently learned that RNA can have a methyl group/molecule added to one of the RNA bases, which ‘marks’ the RNA message. Such adding of methyl groups can influence proteins binding to DNA or RNA and consequently stop proteins being produced.[Retrieved from https://kids.frontiersin.org/articles/10.3389/frym.2017.00039].

A new study shows that RNA marking can be reversed at synapses and hence may act as a ‘synaptic tag’. Synaptic tagging allows the synapse, rather than the nucleus, to be the unit of long-lasting neuronal plasticity. The findings suggest, that if disrupted, this could cause synapses and nerve cells to malfunction by influencing the formation of toxic protein clumps [causing brain injury (deficits) such in the case of Long-Term Potentiation (LTP) and long-term memory (LTM) encoding needed for learning.

The genomic mechanisms involve methyl groups being put on RNA messages and importantly taken off when a synapse is active. The implications are very important for normal brain function, but also for reversible psychiatric mental conditions such as anxiety and addiction disorders and early-stage neurodegenerative diseases such as dementias.” [Retrieved from https://neurosciencenews.com/synapse-neurotransmission-19501/; https://www.frontiersin.org/articles/10.3389/fnhum.2013.00589/full?utm_source=newsletter&utm_medium=email&utm_campaign=Neuroscience-w41-2013].

Note: Iron is part of the Heme group which plays multiple roles in cellular processes. The strong affinity of heme toward oxygen makes it possible for hemoglobin and myoglobin, two heme-containing proteins, to function as major oxygen transporters. Heme also participates in respiration, sensing of diatomic gases, drug detoxification, signal transduction and regulation of transcription, translation, microRNA processing, mitochondrial protein import, protein stability, and differentiation. While most cells synthesize heme, differentiating erythrocytes represent the major site of heme production in humans due to the synthesis of hemoglobin, which accounts for 85% of the total heme. Malfunction of heme synthesis can lead to disorders such as anemia and porphyrias. [Retrieved from https://www.sciencedirect.com/topics/chemistry/heme].

Also, Note: Studies have demonstrated that iron can regulate tau.This study examines the levels of total tau, hyperphosphorylation of tau, and SDS- and β-mercaptoethanol-resistant high molecular weight tau (HMW-tau) in crude extracts from gray and white matters of AD frontal lobes were analyzed by immuno-blots. They found the seeding potency is markedly higher in gray matter than in white matter such disease that includes Alzheimer’s disease (AD), progressive supranuclear palsy (PSP), and other disease pathologies ..[Retrieved from https://pubmed.ncbi.nlm.nih.gov/33459649/; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6108061/].

Iron chelation therapy, either subcutaneous or orally administered, has been used successfully in various clinical conditions. The removal of excess iron from various tissues, e.g., the liver spleen, heart, and the pituitary, in beta thalassemia patients, has become an essential therapy to prolong life. More recently, the use of deferiprone to chelate iron from various brain regions in Parkinson’s Disease and Friederich’s Ataxia has yielded encouraging results, although the side effects, in <2% of Parkinson’s Disease(PD) patients, have limited its long-term use. A new class of hydroxpyridinones has recently been synthesised, which showed no adverse effects in preliminary trials. A vital question remaining is whether inflammation may influence chelation efficacy, with a recent study suggesting that high levels of inflammation may diminish the ability of the chelator to bind the excess iron. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6789569/; https://pubmed.ncbi.nlm.nih.gov/33805195/; https://pubmed.ncbi.nlm.nih.gov/12127956/; https://www.verywellhealth.com/what-is-iron-chelation-4103177:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4486448/;https://ashpublications.org/blood/article/116/21/2064/111868/Combination-of-Two-Orally-Active-Iron-Chelating].

Synergism

Synergism represents an efficient means of increasing the amplitude of cellular responses induced by low levels of stimulation. Recently, several kinetic and physicochemical models have been developed to describe and predict synergistic responses. Synergy mainly results from mutations in functionally related genes. In one study, on the etiology of the prevalent defects found with Antiphospholipid Syndrome (APS), a systemic autoimmune disease which has cognitive effects, the synergism between aPL and anti-NMDA antibodies were explored and found a direct effect of anti-PL on neuronal cells. [Retrieved from https://pubmed.ncbi.nlm.nih.gov/19665253/; https://www.frontiersin.org/articles/10.3389/fimmu.2016.00005/full]. Note: physicochemical models include physicochemical stress(es) comprises environmental factors in the form of food/nutrition, noise, pollution, metabolic disorder, infection, and inflammation. [Retrieved from https://www.frontiersin.org/research-topics/5755/stress-and-immunity].

In recent years, large genome-wide association studies have been extremely helpful to identify new genetic risks of psychiatric diseases (e.g. PTSD, SCZ, BP, MDD), and genetic overlapping risks among these disorders and other medical diseases, and traits. A more comprehensive understanding of the genetic overlapping among these disorders is needed to clarify common pathways among diseases, or specific genes (see The Thymus below) uniquely implicated in each disorder. [Retrieved from https://www.frontiersin.org/research-topics/15833/shared-genetic-risk-factors-among-psychiatric-diseases-and-other-medical-diseases-and-traits]

Biological scientists often want to determine whether two agents or events, for example, extracellular stimuli and/or intracellular signaling pathways, act synergistically when eliciting a biological response. Similarly, the nervous system is highly vulnerable to various internal and external factors which could lead to acute or chronic neurodegeneration. The morphological basis of dysfunction after injury involves loss of integrity of the extracellular matrix, neuronal circuitry, and synaptic activity and plasticity (see Thymus below).

“Light Of The Soul”

Yes, I do believe the disconnect for families and schools. It’s in the Spiritual Development. The disconnect happens in these domains such as: (intellectual) what is right, (moral) what is good, and (imaginative) what is His Divine Will for us by in and upon design, plan, and purpose!!! The primary injury enables a huge variety of developmentally-related biomolecules (carbohydrates, lipids, nucleic acids, and proteins) to stimulate the process of regeneration. Extracellular proteins, cell adhesion molecules, neurotrophic factors as well as different organic and inorganic compounds of the nervous tissue are necessary for recovery after injury. However, the secondary injury as well as further degeneration of the surrounding tissue, could be prevented by reactivation and recruitment of a plethora of cell signals, such as growth factors, neurotransmitters, extracellular matrix (see thymus below) proteases, cell adhesion and recognition molecules (search Agents for Metal-Based Drugs and Chelating metal-based therapies for tauopathies for Neurodegenerative Diseases; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3821171/). [Retrieved from https://www.frontiersin.org/research-topics/12990/morphogenic-cascades-underlying-regeneration-and-plasticity-after-nervous-system-injury; https://www.sciencedirect.com/science/article/abs/pii/S0022282898906551; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6514778/].

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Cook’s Quotes from MY Elbert: Nurture Their Nature

Written BY Tricia Cook, MEd., RSP, AOG, T92W; https://tcooktutoring.instabio.cc; https://www.amazon.com/author/myelbert

In my experience, everyone Who Excels In Learning Has Developed A Unique Sense Of Trust In Themselves Through Jesus, Their Gifts, & How They Process Information!! -Tricia Cook

The attitude depends on the student finding motivation and meaning for their learning. One’s attitude for learning makes for a make or break type learning. -Tricia Cook

Connection Can Be Differentiated & Lost with Self & Others on A Cellular Level: Via Proteomics Degeneration -Tricia Cook

Thymic involution, probably through the hormonal turmoil and cell health, provoke many of our learning and memory problems. -Tricia Cook

Responsive System Dysfunction (RSD): *Dysregulation Functional System Regulation RAS (Brain stem)-PONS (Mind/Brain) DISCONNECTION THYMUS (SOUL)– Is Negatively (Anger and Shame) Charged Synergism of Cells Causing Deficits -Tricia Cook

DISCONNECTION THYMUS (SOUL)– Is Negatively (Anger and Shame) Charged Synergism of Cells Causing Deficits, Illnesses, Aliments & Disconnection (see above) -Tricia Cook

*NOTE: Dysfunctional System Responsive (RSD) leads to Total Learning System Dysfunction (TLSD) which works in a downward effect (outside/inside direction not then moving into an inside/out direction) from RAS to -PONS to -THYMUS: https://www.canva.com/design/DAE0lv2Bp5g/Fl8KaG3rmUU3-gSZAGnXtA/view?website#2

Again, ALL our systems and senses need to function equalized, activated, and balanced for learning to take place. The triune brain which is the neomammalian complex (RAS- aka neocortex), midbrain (pons- aka limbic system), and forebrain (thymus aka reptilian) is working on a downward function. People are using their mental and emotional bodies to learn not their etherical body (etheric). -Tricia Cook

When neurotoxicity (tau- toxic protein clumps develop in Hippocampus or other areas) happens at an early age, the brain will sometimes compensate. This natural compensation means early development in other parts of the brain. -Tricia Cook

You can learn more about the typical mind- by understanding the atypical mind! -Tricia Cook

The thymus brings Intelligence (God’s Affirmation- Jesus to Minister to The Word) and Imagination (God’s Intention- Holy Spirit to the ministry of The Word) into balance to form our Moral in own Beliefs (Will)- thanksgiving for ultimately the convergence of God’s knowledge and wisdom to gain a better understanding of everything!!! -Tricia Cook

I say, the balance and equanimity of the two [intelligence, imagination] are key in union with God as anger and shame needs to be balanced with strength (mercy) and empathy (grace). -Tricia Cook

The RAS being activated via the pons, and thymus leads someone to a “Flexible Mind”. This flexible mind is due to the transference of “cells” and activating the synapse of the neurons to increase neuroplasticity. A “Ridged Mind” is a closed mind-remember, if you don’t use an “open mind”, you lose adaptability (placidity-that is, also read below abstract thinking). -Tricia Cook

Again, spiritual disconnect happens in (intellectual)- what is right, (moral) what is good, and (imaginative) His Divine Will for us in design and purpose! INTELLECTUAL-Humble Intention means to “stretch” the mind, in the direction or towards “one’s purpose” of “basic Spiritual Needs”; MORAL Wisdom, Intention for Good including Imagination = greater certainty of purpose, also Related to Lower (central) Personal Self: The Dreams; Imaginative– Becoming Into His Will along with unity, with an Eager Desire for Mercy and Faith (Glory) Is Related to Higher Transpersonal Self and Staying In Grace -Tricia Cook

The goal is reducing shame and anger and transform for good with strength and empathy. For adults, go on to transform hatred to courage and grief to compassion. My suggestion, if you believe your unaware of your anger and shame, say God please make me aware of my anger and shame. -Tricia Cook

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“My ELBERT develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.” by Tricia Cook


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My Elbert: RDS Responsive System Dysfunction & Neurodiversity

Cook, the author of Nurture Their Nature, looks at the “whole child” and complete learning differences including the nature and nurture of the neurodifference. For learning to be successful, we need to look at the “whole child” and their neuro-symatic learning functions. For learning motivation and resilience (meaning) to be successful, you need to have a strong cognitive, behavioral, and affective-spiritual components which include the following: central and peripheral nervous- sensory system (especially visual and auditory), regulated RAS & ACC/HPA, Pons (parts of the brain), thymus and biofield (including electromagnetic field, internal chakras), neuroplasticity and IQ, positive perceptions specifically strength and empathy (along with reduced perceptions of anger and shame), healthy and functional physiological, sensory-motor systems, hormones released such as serotonin, dopamine, cortisol along with autonomy (for meaning, speed processing, and long-term memory) and attunement (for meaning & motivation, speed processing, and short-term memory). Therefore, when learning difficulties occur, our neurobiology (neurosystems), central and peripheral nervous system, complete chakra, and electromagnetic systems are all dysfunctioning or dysregulating simultaneously and individually at different degrees and causing abnormal neuroplasticity. Our goal is for ALL our systems to function equalized, activated, and balanced.

Specifically, if the vagal system is comprised including the following areas of the brain:

Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra

The Cinguate Gyrus (CAN)– is a large arch-like lobe in the center of the inner brain that is a part of the limbic system; it houses the organs and their interactions constitute the Anterior Cingulate Cortex (ACC-shame) and the main function of this area of the brain functions to process conscious emotional experience and the parasympathetic nervous system (right side) (NOTE: the importance of conscious reappraisal of emotions such as shame/empathy and anger/strength for the ARAS). Note: The ARAS doesn’t fully develop in the brain until variably, around the ages 21–24 years old (Fowler, J.W., 2015).

2.0 ACC & Cinguate Gyrus (CAN) illustration

NOTE: (HPA) Hypothalamic–Pituitary–Adrenal and Vibrating the Soma Chakra

The hypothalamicpituitaryadrenal axis is a complex set of direct influences and feedback interactions among three components: the hypothalamus, the pituitary gland, and the adrenal glands. These organs and their interactions constitute the HPA (anger) axis, a major neuroendocrine system that controls reactions to stress and regulates many body processes, including digestion, the immune system and the sympathetic nervous system (frontal lobe/left side).

2.1 HPA illustration

Vagus Nerve and Vibrating the Soma and Alta Major Chakra

The vagus nerve- is one of the cranial nerves that connect the brain to the body. More specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of the brainstem at the point of the reticular centers (RAS). Remember the RAS & ACC (shame)/HPA (anger) also allows the brain to monitor and receive information about several of the body’s different functions and matters of the mind including the perceptions and filters of the parasympathetic (shame), sympathetic (anger) & total (anger/shame) response system during stress such as reading. When you activate the chakras (major 7 and soma/alta major- HPA (anger)/ACC(shame)) and normalize, balance the vagal tone and electromagnetic field, it will stop the “epigenome” which are again the collection of chemicals markers (focus: inherently dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive attitudes (joy, bliss) and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve chakra). Note: The (ARAS) itself is on the cerebral cortex and is responsible for the achievement of super consciousness (higher transpersonal self) .

2.2 Vagus Nerve Chakra (Upper Heart Chakra-Thymus) illustration Note: includes Soma and Alta Major chakras

Remember the vagus nerve also connects the brainstem to the body. The vagus nerve also is connected to the seven chakras via RAS & ACC (shame)/HPA (anger)- by activating the seven chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brain stem to the body; hence, regulating our biofield (including electromagnetic fields). One of the major goals of the paper and program includes holistic alternatives and activities to block or ease the production of specific inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus nerve, align and balance the seven chakras (soma/alta major also) including RAS & ACC (shame)/HPA (anger) areas of the brain to regulate our own biofields (including electromagnetic fields).

2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras illustration

Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)

The Reticular Activating System (RAS)- is a network of neurons (hyper-, hypo-, or varied) located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. It is holistically and spiritually known from being a center “where we can create our own reality” whether positive, negative or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center) then comes to fruition here in our RAS.

The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland)-associated with the alta major chakra and shame.

HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis)- associated with the soma chakra and anger.

Both are associated with the thymus chakra aka vagus nerve chakra.

Note: Important RAS info. includes the following excerpt… ‘The RAS is said to be the gas pedal [slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty, 1996).

Corpus callosum– links both hemispheres and to varying degrees. Hence students might have a lateral cognitive dominance of the functioning system- the students with the right-hemisphere dominance have Parasympathetic Functional System Dominance (PFD) and might have dysphonetic dyslexia because language and analysis (break down category and sequencing) which is a left-hemisphere task: therefore, students with right-hemisphere dominance might have high functioning autism, can have language deficits such as dsyphonetic (auditory) dyslexia.

Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)- student might have high-functioning autism along with other learning differences (below). Someone prominent in rightbrain (ACC) has an unawareness of objects to one side of the body or personal space. In severe cases, a side can be completely ignored when carrying out certain tasks and everyday functions such as writing so may have dysgraphia. But another important brain function is controlled by either the right side of your brain or the left side of your brain depending on your handedness.

Sympathetic Functioning System Dominance (SFD) student has total (see below) or left corpus callosum dysfunction then having a total right or left-lateral hemisphere dominance (HPA), evaluation (specifically color, shape, size & dimension) is a right-hemisphere task; those with a Sympathetic Functioning System Dominance (SFD) therefore, might have autism, Irlen Syndrome, and dsyeidetic (visual) dyslexia.

Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)- student might have autism (lower functioning) along with other learning differences (below). Someone with dominant frontal lobe or the (left) dominant temporal lobe (SFD) can cause a condition called aphasia, which is a serious disturbance of speech and communication.

The Soul- the high heart and mind

Limbic Areas that are typically included in the limbic system fall into two categories but there’s a missing third component (thymus)

Delight (mind-RAS-Gut): Strength, Might, Simple (Affirmation (Blessing of Thanksgiving): -Abound-Heart/Spirit, Justifying Faith-justice)

Affirmation (Blessing of Thanksgiving, heart)

  • RAS= HPA & ACC (body & brain= brainstem) processing side and short-term memory and the arousal of the limbic cortex -ACC, amygdala, and hippocampus. It is where our dreams come into our reality and then onto fruition. Correlated with chakras 6–8th

Bliss (heart-pons): Joy, Power, Complete (Intent (Praise of Trust):-Arise-Mind/Soul, Indwelling Faith-Love)

Intent (Praise of Trust-mind)

  • Pons (body & mind = midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward (RAS). Similar to the RAS, it is responsible for arousal (hyper-, hypo-, and varied) and plays a role in mood. In terms of long–term physiological changes, it is also associated with long-term memory. This is also where dreams are centered based on our thymus and what we focus on or need healing to become pure and blameless. Correlated with chakras 9–11th

Happiness (heart mind- Thymus, heart/mind “the Leb”): Peace, Authority, Absolute (Revelation (Hope of Forgiveness): -Behold-Heart/Soul Saving Faith-peace)

Revelation (Hope of Forgiveness)

  • Thymus (high heart & mind= soul) a connection of perception between all affective and behavioral cognitive experiences on a cellular level (cellular memory) including the mainstream universal emotions of anger, strength, joy, bliss, shame, courage, compassion, and harmony and relays it upward (PONS). It’s also where you can find the “imagination” that lies within all of us. This is where the mind creates our purpose by filtering, interpreting our world and experiences which in turn creates our dreams into reality of miracles and blessings. Correlated with chakra 12
  • NOTE: A Total Learning System Dysfunction (TLSD) and Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) works in a downward effect from RAS-PONS-THYMUS:

Learn More HERE

My Elbert: The Triune Brain & Neurodiversity

11 – NOTE: A Total Learning System Dysfunction (TLSD) and Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) works in a downward effect from RAS-PONS-THYMUS:

(mind-RAS-Gut): Strength, Might, Simple (Affirmation (Blessing of Thanksgiving): -Abound-Heart/Spirit, Justifying Faith-justice)
Affirmation (Blessing of Thanksgiving, heart):
RAS – “The  Door” Rectangular Activation System
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12 – 2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras illustration

The Problem: We are seeing children/adults digress with gulf-sized disconnect and low self-esteem. Each child/adult is multidimensional and ALL our systems and senses need to function equalized, activated, and balanced for learning to take place. The triune brain which is the neomammalian complex (RAS- aka neocortex), midbrain (pons- aka limbic system), and forebrain (thymus aka reptilian) is working on a downward function, which makes learning and thinking chaotic in the mind. People are using their mental and emotional bodies to learn, not their etherical body (etheric).

The Solution: When using the etherical body, ALL our faculties, systems, and senses will function equalized, activated, and balanced. The triune brain needs to be working in an upward function (no longer perform in a protective function). With a functional upward system, the child [or adult] can trust themselves and their gifts and learning uniquenesses through spiritual mindset with self-directed neuroplasticity through ABC’s and atonement meaning God awareness (eventually unity) through PYAM Daily. They’re offered the freedom arising from conditions within the brain, senses, or sense organs and not directly caused not by external stimuli but the knowing with-in themselves which is patience for understanding and trusting in their subjective, divergent mind.

Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)

Delight (mind-RAS-Gut): Strength, Might, Simple (Affirmation (Blessing of Thanksgiving): -Abound-Heart/Spirit, Justifying Faith-justice)

Affirmation (Blessing of Thanksgiving, heart):

The Reticular Activating System (RAS)- Ras/ HPA & ACC/Gut – to know, perceive, recognize, have, aware, cognizant, do laugh, reverence, ask, repent, reconciliation which is a network of neurons (hyper-, hypo-, or, varied) located in the brain stem that project anteriorly to the hypothalmus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. The reticular formation (part of pons-see below) is a set of interconnected nuclei that are  located throughout the brain stem. It is not anatomically well-defined,  because it includes neurons located in different parts of the brain. The  neurons of the reticular formation make up a complex set of networks in  the core of the brain stem that extend from the upper part of the  midbrain to the lower part of the medulla oblongata. The reticular  formation includes ascending pathways to the cortex in the ascending  reticular activating system and descending pathways to the spinal cord  via the reticulospinal tracts. [2]  It is holistically and spiritually known from being a center “where we can create our own reality” whether positive, negative, or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center) then comes to fruition here in our RAS. The reticular activating system’s fundamental role is regulating arousal and sleep−wake transitions. The ascending projections of the reticular activating system  enhance the attentive state of the cortex and facilitate conscious  perception of sensory stimuli. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4013218/; https://commons.wikimedia.org/wiki/File:Gray701.png; https://en.wikipedia.org/wiki/Reticular_formation].

Targeting these cells, as reported in the journal #Nature Neuroscience,  modulated memory retrieval and altered anxiety-like behaviors in mice.  Essentially, the #UNC scientists boosted the electrical activity between  cells in the hypothalamus and the hippocampus to create new neurons – an  important process called neurogenesis “Targeting  the hypothalamic neurons to enhance adult hippocampal  neurogenesis will not only benefit brain functions,” said senior author @Juan Song, PhD, associate professor of pharmacology, “but also holds the  potential to treat cognitive and affective deficits associated with  various brain disorders.”  [Retrieved from https://neurosciencenews.com/optogenetics-neurogenesis-20603/].

Note: the thalamus has been found to be less passive in cognitive functions may indeed be supported by a more general role in  shaping mental representations. Several features of thalamocortical  circuits are consistent with this suggested role, and we highlight how  divergent and convergent thalamocortical and corticothalamic pathways  may complement each other to support these functions. Furthermore, the  role of the thalamus for subcortical integration is highlighted as a key  mechanism for maintaining and updating representations. [Retrieved from https://www.jneurosci.org/content/39/1/3?fbclid=IwAR1mUDSUOD3kolCFIoVRTXf6rsLZ6nbZfnMI8oRUEgwZ37EI8ppd3USLD2s].

The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta major chakra and shame.

HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis) associated with the soma chakra and anger.

Both are associated with the thymus chakra aka vagus nerve chakra.

Note: Important RAS info. includes the following excerpt… ‘The RAS is said to be the gas pedal [slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996). https://nlpca.com/creating-an-optimal-future-for-yourself/

Daniel Kahneman is correct, engaging the reader in a lively conversation about how we think, reveals where we can and cannot trust our intuitions and how we  can tap into the benefits of slow thinking [hypo-; as well hyper-, varied speed processing]. [Retrieved from https://suebehaviouraldesign.com/about-us/contact/See]

 Images Below: Left- hyper speed processing, Right- hypo- speed processing (then vice versa)

13 – Left- hyper speed processing, Right- hypo- speed processing

14 – Right- hyper speed processing, Left- hypo- speed processing

“Cognitive flexibility is related to our perceptions, emotions, actions and even our deep motivations. A change in environment, attitude, or  behavior will also influence the way we think. … When we are able to  make a mental shift without remaining stuck in a particular mindset,  we’re practicing mental flexibility.” [Retrieved from https://www.prospectmedical.com/resources/wellness-center/mental-flexibility].

“We all have what is needed for “elastic thinking”—to a greater extent,  perhaps, than we realize. It’s just a matter of recognizing the needed  skills, Mlodinow argues, and nurturing them. He answered questions from  Mind Matters editor Gareth Cook. “[Retrieved from https://www.scientificamerican.com/article/the-power-of-flexible-thinking/].

“Fix these words of mine in your hearts and minds; tie them as symbols on your hands and bind them on your foreheads.” Deuteronomy 6:8

The RAS being activated via the pons, and thymus leads someone to a    “Flexible Mind”. This flexible mind is due to the transference of    “cells” and activating the synapse of the neurons to increase    neuroplasticity. A “Ridged Mind” is a closed mind-remember, if you    don’t use an “open mind”, you lose adaptability (placidity-that is,  also read  below abstract thinking).  -Tricia Cook

The GUT- The SECOND Brain & Solar Plexus

The gut consist of 75% of our immune system, and the microbiome refers to the collective  genomes of the micro-organisms in a particular environment, and  microbiota is the community of micro-organisms themselves (box 1).  Approximately 100 trillion micro-organisms (most of them bacteria, but  also viruses, fungi, and protozoa) exist in the human gastrointestinal  tract12—the  microbiome is now best thought of as a virtual organ of the body. The  human genome consists of about 23 000 genes, whereas the microbiome  encodes over three million genes producing thousands of metabolites,  which replace many of the functions of the host,13 consequently influencing the host’s fitness, phenotype, and health.2

The human body is composed of a complex biological system; with over 90% of microbiota cells and 10 million microbiota genes (1),   it possesses over 100 trillion bacteria, 10 times the number of human   body cells, 150 times the number of human genes, 1,000 species and over   7,000 strains (2).  [Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyt.2018.00223/full].

  • Microbiome—the collective genomes of the microorganisms in a particular environment
  • Microbiota—the community of microorganisms themselves
  • Microbiota diversity—a  measure of how many species and, dependent on the diverse indices, how evenly distributed they are in the community. Lower  diversity is considered a marker of dysbiosis (microbial imbalance) in  the gut and has been found in autoimmune diseases and obesity and  cardio metabolic conditions, as well a in elderly people.
  • Colonocytes—epithelial cells of the colon

According to several studies, there is considerable evidence showing that the gut microbiome not only  affects the digestive, metabolic, and immune functions of the host but  also regulates host sleep and mental states through the  microbiome-gut-brain axis. Preliminary evidence indicates that  microorganisms and circadian genes can interact with each other. The  characteristics of the gastrointestinal microbiome and metabolism are  related to the host’s sleep and circadian rhythm. Moreover, emotion and  physiological stress can also affect the composition of the gut  microorganisms. The gut microbiome and inflammation may be linked to  sleep loss, circadian misalignment, affective disorders, and metabolic  disease. [Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyt.2018.00669/full].

Stress also exerts a great influence on the functions of our immune  system: if the immune system is somehow compromised and cannot properly  cope with physicochemical stresses [such as  food/nutrition, noise, pollution, metabolic disorder, infection, and inflammation], or if the stress exceeds the regular  adaptability of the immune system, this leads to diseased states that  may develop into fatal conditions. [Retrieved from https://www.frontiersin.org/research-topics/5755/stress-and-immunity].

15 – Retrieved from https://riteboost.com/dashboard/

See cell health above [Retrieved from Inflammation and Repair in Inflammatory Bowel Disease: Clinical, Translational and Experimental Studies https://www.frontiersin.org/research-topics/27082https://www.bmj.com/content/361/bmj.k2179}

The enteric nervous system (ENS) is a large division of the peripheral nervous system (PNS)  that can control gastrointestinal behavior independently of central  nervous system (CNS) input. Mammalian neurons are located in either the  CNS (brain and spinal cord) or PNS (cells with SOMA outside the brainleft  and spinal cord). Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/ent-gut-second-brain-19393/amp/

NOTE: The Soma and Ras (see epigenetics and learning disabilities above) cells regulate bodily processes. Therefore, needing neutrality, balance, equality of the thymus for cells to function with  cytoskeleton integrity, cell  proliferation, cell differentiation, cell  adhesion, apoptosis, and cell  migration (Read About RAS, soma, alta major chakras (energy centers-wheels) and cerebral cortex above).

Bliss (heart-pons): Joy, Power, Complete  (Intent (Praise of Trust):-Arise-Mind/Soul, Indwelling Faith-Love)

Intent (Praise of Trust-mind)

Pons- “The Gate”

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16 – image 4.1 Pons Illustration works with RAS (*aka God Awareness Chakra)

The pons is part of the brainstem that in humans and other bipeds lies  inferior to the midbrain, superior to the medulla oblongata and anterior  to the cerebellum. [1]  The pons integrates both the medulla oblongata and the thalamus (NOTE:  the importance of conscious reappraisal of emotions (emotional  reappraisal) such as shame/empathy and anger/strength for the ARAS).  In the thalamus, students can have a slow (hypo-), accelerated (hyper-) or varied processing, and they have a problem with sensory integration disorders (corollary discharge) and emotional intensity or insensitivity with their neurodifference. The Pons, like the RAS, is responsible for arousal (hyper-, hypo- and varied). Plus, the pons connects areas of the brain that controls autonomic functions (parasympathetic (shame) /sympathetic (anger)): Acting or occurring involuntarily, without conscious control, in the somatic nervous system such as sleep and histamine inhibitors: The part of the peripheral nervous system that transmits signals from the central nervous system to skeletal muscles, and from receptors of external stimuli such as mediating sight, hearing, and touch and movement including speaking with conscious control (RAS-alta major chakra, crown chakra specifically via the thymus (Vagus Nerve Chakra) [Retrieved from https://en.wikipedia.org/wiki/Pons].

The pons controls our breath known as ‘life’. God gave us the ‘life’, so  we can be the breath of God, leading a pure and blameless life. The  pons just doesn’t serve to help the different lobes communicate, but also  is the veil of God. The pons area also contains the trapezoid body  (RAS) where you are able to vocalize sounds. This allows us to  sing, praise and speak, and share His word- Hallelujah and Gregorian Chants and Turning Hatred/Grief into Joy: Ut Queant Laxis HERE. Note: from the (2016) study…higher-frequency LFP oscillation (CFC) is enhanced in the human brain  during high attentional demand, and has been linked to cognitive tasks  not only in cortical brain regions, but also in deep limbic structures, such as the amygdala, hippocampus, and nucleus accumbens. SEE hippocampus and olfactory sense below (Retrieved from https://www.jneurosci.org/content/36/49;  (Szczepanski et al., 2014);/12448?fbclid=IwAR0gqnyZ9b_0_ViS_yIa0186bY8Wkax6eZ_joF2fxTGLZqe8ZR5yO_pIvuI.; Structure and Function of the Brain | Boundless Psychology, https://courses.lumenlearning.com).

An interesting study recently has found: Volume decreases in cortical areas, the amygdala, and basal  forebrain in Parkinson’s patients correlated with worsening symptoms of  the disease. A team of researchers from Forschungszentrum Jülich,  Heinrich-Heine-University Düsseldorf and Ernst-von-Bergmann Klinikum  Potsdam analyzed the changes of brain volumes in 37 Parkinson’s patients  and 27 controls at up to 15 time points over up to 8.8 years using  magnetic resonance imaging (MRI). Previous in vivo studies had either  measured brain volumes in Parkinson’s patients only at fewer time points  or over shorter periods. [Retrieved from https://neurosciencenews.com/parkinsons-brain-volume-20610/?].

“All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness,..” https://www.bible.com/en-GB/bible/111/2TI.3.16.NIV

People also ask: What is the pons in the limbic system? Role of the pons in the carotid sympathetic chemoreflex?          

Carotid Body. The carotid body is a chemoreceptor located in the adventitia of the bifurcation of  the common carotid artery. Chemoreceptor function: Carotid body  monitors the blood’s pH, pCO2, and pO2 and thereby modulates  cardiovascular and respiratory function primarily through sympathetic  tone. [Retrieved from https://medicine.uiowa.edu/iowaprotocols/carotid-body-and-carotid-sinus-general-information].

The carotid chemoreceptor (CC) controls your breathing during exercise, The mass discharges of the splanchnic sympathetic (SND) and phrenic  nerves (PND) were recorded in urethananesthetized rats with resected  vagal and aortic nerves. Carotid chemoreceptor (CC) stimulation with N2  inhalation (4-12 s) or cyanide (50-100 micrograms/kg iv) activated SND  in bursts synchronized with the postinspiratory phase (mean SND  increase: 105 +/- 8%), raised AP, and increased PND rate and amplitude  (n = 40). Brain transection at superior collicular level produced no  effect. The sympathetic (SChR) and respiratory chemoreflexes (RChR) were  reduced after transections through the pons. Lesions of the  dorsolateral pons (dl-pons) produced CO2-dependent apneusis and/or  tachypnea at rest. [Retrieved from https://pubmed.ncbi.nlm.nih.gov/8067462/].

NDPs- “The cerebellar theory” (Nicolson, Fawcett, & Dean, 2001)  states, with mixed empirical support, that poor automaticity and motor  deficits in individuals with dyslexia may be associated with a  dysfunction of the cerebellum (Feng et al., 2017; Vias & Dick, 2017). [Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/dys.1681?fbclid=IwAR3pdYZTYwoFMSFASW8CDJwzOpyNRVpMyt38K0_K-4IweECeBJZIrNbmaSE].

The  archipallium or primitive (“reptilian”) brain, comprising the  structures of the brain stem – medulla, pons, cerebellum, mesencephalon,  the oldest basal nuclei – the globus pallidus and the olfactory bulbs.  The paleopallium or intermediate (“old mammalian”) brain, comprising the  structures of the limbic system. Note: This is study on  and exercise-induced changes in the DA-D2R in the dopamine-depleted basal  ganglia are consistent with the potential role of this receptor in  modulating medium spiny neurons (MSNs) function and behavioral recovery.  The primary conclusion of our study is that exercise in the form of  intensive treadmill running facilitates neuroplasticity through  increased expression of striatal DA-D2Rs, a process most evident in the  injured brain. [Retieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3273304/]. Note: In my program, I emphasize yoga, tai chi,qigong type exercises when in the stage of recognition of soul and intents- which works on the cellular level!

[Retrieved from Google Image Result for Https://Biologydictionary.net/Wp-Content/Uploads/2020/11/Pons.jpg</i>, images.app.goo.gl/THSvxHLckja1]

As well, researchers have designed a new method of  converting non-neural cells into functioning neurons that are able to  form synapses, dispense dopamine, and restore the function of neurons  undermined by Parkinson’s associated destruction of dopaminergic cells. [Retrieved from https://neurosciencenews.com/ipsc-dopamine-parkinsons-neurons-20568/]. As well,  exercise even improves motor behavior in people with Parkinson’s disease, but the exact mechanism is not known. One  possibility is through an increase in dopamine, a neurotransmitter  needed for motor and emotional control that declines as the disease  progresses. [Retrieved from https://neurosciencenews.com/exercise-dopamine-20592/].

Since the pons and the thymus (see below) as well as the RAS work together, Students with  (anger) Sympathetic Functional System Dominance (SFD) can have problems “Seeing God” (God’s Energy- lucid dreams, “bind on forehead”) and “feeling worthy” to be called on by God (Aphantasia)- for God awareness they need circumstantial evidence or can go to extreme become ulta-religious constantly “breaking down” the Bible and religion or non-religious completely. Those with a (shame) Parasympathetic Functional System Dominance (PFD) have difficulties with reliance and resilience that’s “Hearing God” (God’s Essence- symbols, voice, “tie on hands”) and “feeling enough” to be chosen by God- for God awareness being calm in the mind- being present and ruminating on past/future a must. (PONS is addressed more in My ELBERT program: includes PYAM & RAS exercises body, breath, calm through Prayer, Yoga, Affirmation, and Meditation which connects us to God- see section below). Note: Students with Sympathetic Functional System Dominance (SFD) and Parasympathetic Functional System Dominance (PFD) have high allergy rates and sleep disturbances (see other complications below) which contains the Glia, also called glial cells or neuroglia, are non-neuronal cells in the central nervous system (brain and spinal cord) and the peripheral nervous system.

17 – 4.1b Peripheral Nervous System illustration

(peripheral sends info. to CNS- has effect on CNS as well as EM Field  aka “the senses”)

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18 – Image 4.1a Pons Axial illustration

Note: For those with Dysphonetic (auditory) and Dsyeidetic (visual-surface) Dyslexia, the medial longitudinal fasciculus of the pons carries information about the direction that the eyes should move. It connects the cranial nerve nuclei III (Oculomotor nerve), IV (Trochlear nerve) and VI (Abducens nerve) together, and integrates movements directed by the gaze centers (frontal eye field) and information about head movement (from cranial VIII, Vestibulocochlear nerve- which The vestibulocochlear nerve is unusual in that it primarily consists of bipolar neurons. It is the nerve responsible for the special senses of hearing (via the cochlear nerve), and balance (via the vestibular nerve). Then, the cochlea detects the magnitude and frequency of sound waves. Students with dyslexia have tendency for speech deficits and chronic ear infections, auditory as well as visual processing issues in the terms of being a sound and word processing disorder. Note: In some cases, it’s sometimes coordination, balance, and conflicting signals in the inner ear, eyes, and sensory receptors.

19 – Retrieved from https://epomedicine.com/medical-students/brodmann-areas-lesions/

Linguists are interested in language for its own sake, as a complex  product of the human mind. They are also interested in how language  develops in children, how it changes over time, and how it is used in  human society. Furthermore, Neuroscientist Suzana Herculano-Houzel has pointed out that our brains are different because of the number of neurons packed into our skulls — it’s less about the size of our brains. The density of that packing, and the ensuing neuronal connections this density allows for, gives rise to our ability to acquire language from birth and use it till death. She assumes that the main function of the brain is   to regulate our bodies as we move through life. That means that at   every given moment, our brains assess our hunger, threat levels, etc. to   figure out how much energy we need to get through the day. Thinking  and  cognitive perception are secondary products of how our brain  responds  predicatively to our environment. If the grammatical system is a resource that the brain uses depending on  context, then our emotions and identity can also affect how we use  grammar. This is precisely what we have found. [Retrieved from https://www.umass.edu/linguistics/; https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/emotion-grammar-linguistics-19790/amp/?fbclid=IwAR3Uu9_tlLeZS-7upnvBRvIbBvarR46E9SathZ7y3fKeLSoWBwQ8y4JZFnU].

In addition, these Brodmanns [see Ras and Pons above] have been widely redefined, discussed,  debated, and refined exhaustively based on cytoarchitecture, cortical  functions, and brain plasticity. Brodmann areas of the cerebral cortex are based on the types of neurons  and connections that typically found each region. For Dyslexia this includes the left hemisphere language zones of their brain, (ie  anatomic regions called Superior Temporal Gyrus, Angular Gyrus and  Supramarginal gyrus, Broca’s region). There are 52  Brodmann  regions, covering the primary somatosensory cortex, primary motor  cortex, somatosensory association cortex, premotor and supplementary  motor cortex, dorsolateral/anterior prefrontal cortex, anterior  prefrontal cortex, and primary visual and audio cortexes, plus  additional areas. BA18 of Brodmann (human) refers to a subdivision of the cytoarchitecturally defined occipital region of cerebral cortex. In the human it is located in parts of the cuneus, the lingual gyrus and the middle occipital gyrus of the occipital lobe. Brodmann area 22 is cytoarchitecturally located in the posterior superior temporal gyrus of the brain. In the left cerebral hemisphere, it is one portion of Wernicke’s area. The prefrontal cortex contains Brodmann areas  is thought to be involved in psychological functions such as executive  tasks, attention, and memory. This Research Topic, since they are the most rostral, and might be  involved in more elementary computations as compared to, say, BA46,  which is clearly involved in working memory. Also, Brodmann area 10 (BA10, frontopolar prefrontal cortex, rostrolateral prefrontal cortex, or anterior prefrontal cortex, the  area is “described as “one of the least well-understood regions of the human brain”.[2] Ronel (2018) conducted a similar analysis for ADHD, in terms of 4 types  of selection/inhibition (lateral BA 8 – motor selection/inhibition;  lateral BA 9 – emotion selection/inhibition; lateral BA 10 – memory  selection/inhibition; lateral BA 11 – sensory selection/inhibition). Present research suggests that it is involved in strategic processes in memory recall and various executive functions. During  human evolution, the functions in this area resulted in its expansion relative to the rest of the brain.[3]” [Retrieved from https://www.kenhub.com/en/library/anatomy/brodmann-areashttps://www.frontiersin.org/articles/10.3389/fnbeh.2013.00198/full]

“Just as we live our life out of memory, thinking and dwelling in the  past as  a way of creating the future in the present by using the same  idea to  create a new variation, our body is regenerated and sustained  out of  the same memory. The mind forms an astral image as a hologram  that  imprints the etheric body with the information of that image.” [Retrieved from HERE; https://www.frontiersin.org/research-topics/19625/the-four-streams-of-the-prefrontal-cortex; http://ecotopia.org/thymos-as-biopsychological-metaphor-the-vital-root-of-consciousness/].

Happiness (heart mind- Thymus, heart/mind “the Leb”): Peace, Authority, Absolute (Revelation (Hope of Forgiveness): -Behold-Heart/Soul Saving Faith-peace)

Thymus- “The Second Gate”

Image for post

20 – image 4.2 thymus illustration works with RAS illustration

(has an effect to peripheral, Vagus Nerve, CNS-  as well as EM Field  aka “the senses”)

 ‘T  cells are critical to the adaptive immune system’

Thymus (12th chakra and all chakras, high heart & mind, inward man)-Upper or Higher Heart Chakra (*aka God Unity Chakra, Ascension Chakra, Vagus Nerve Chakra). It is the “one” umpire known as the mind. Thymus- to be, have, belong, remain, imagine living in love (wisdom, curiosity, “intellect”, connect)-It is known as “the seat of the soul”, and our Higher Intelligence & Imagination or “The Mind”- for the fact that it: holds a record of traumatic or painful events, dimensional to the subliminal content (see intelligence model below) and ancestral narration (see imagination).   High Heart Chakra, also called the ascended heart chakra, is connected with an organ: the thymus gland which before birth and throughout childhood (largest in the teen years-dormant at 50 years old). The thymus is a specialized primary  lymphoid organ of the immune  system. Within the thymus, thymus cell lymphocytes or T cells mature. T  cells are critical to the adaptive immune system, where the body adapts  specifically to foreign invaders. The thymus is located in the  upper  front part of the chest, in the anterior superior mediastinum, behind  the sternum, and in front of the heart. It is made up of two lobes, each  consisting of a central medulla and an outer cortex, surrounded by a  capsule. [2] The thymus is instrumental in the production and maturation of T-lymphocytes or T cells, a specific type of white blood cell that protects the body from certain threats, including viruses and infections; It plays a role in immunity, autoimmunity, and aging (it’s basically our twin flame and fountain of youth). It’s made up of a scheme showing development of branchial epithelial bodies from the  thoracic cavity of the foetus. I, II, III, IV. Branchial pouches. [4] The  human leukocyte antigen (HLA) system or complex is a complex of genes  on chromosome 6 in humans which encode cell-surface proteins responsible  for the regulation of the immune system.[1] The HLA system is also known as the human version of the major histocompatibility complex (MHC)  found in many animals.[2] More importanmtly, the “soul that is the seat of the mind”.  [Retrieved from https://www.hindawi.com/journals/jtrans/2012/842141/; https://www.unseenwarfare.net/3-powers-of-the-soul; https://www.science.org/doi/10.1126/scisignal.abc8579; https://en.wikipedia.org/wiki/Thymus].

The Monad and the Permanent Seed Atom  are different parts of the same functioning spirit body. When the seed  atom is coming online the Monadic light generates into the diamond  blueprint Diamond Heart filter of the permanent seed atom. The inner Monadic spirit ignites with the Mother’s Holy Spirit or the Amoraea Flame. The activated ‘Christ’ Seed Atom generates the instruction set of the Silicate Matrix and is the Universal Christos Field or 12D Ray. [Retrieved from https://ascensionglossary.com/index.php/Monad].

The Thymus and High Heart & Gut Relation

See Kidneys here: The Spirit body of the Monad is only consciously aware of the contents of the Soul  when it is connected to the Soul. This is the same as when the physical  body is disconnected from the Soul, the conscious mind does not  remember her (cannot feel the soul). When our Heart is healed, there is a fire that is ignited inside the  Heart that is accessed, and the fire in the Heart is also in the  Kidneys. There is a triangle that connects the Heart into the Kidneys.  The Kidneys are in the base of the triangle from left to right and the  point of the triangle is in the Heart. When the Heart is healed, there  is a twin flame ignition in our Heart and Kidneys, which shifts the  Heart configuration. Twin flames equals structure of light within the  Heart. So two flames ignite in the Heart. The Monad  is the greater flame and the physical body is the lesser flame. When  this dual flame is ignited, there is an ignition in the Heart and a fire  coming into the Kidneys, which is about blood cleansing. [Retrieved from https://ascensionglossary.com/index.php/Monad].

“And  he who searches our hearts knows the mind of the Spirit, because the  Spirit intercedes for God’s people in accordance with the will of God.” Romans 8:27 Retrieved from https://www.bible.com/en-GB/bible/111/ROM.8.27.NIV

21 – Retrieved from http://www.mcblab.net/lecture/20132-/chapter-15.pdf

Thymus Ancient Extracellular Signaling Molecule Matrix (ECM)

The thymus includes ancient  extracellular signalling  molecules which are cues, such as growth factors, hormones, cytokines,  extracellular matrix components and neurotransmitters, designed to transmit specific information to target cells. Increasing knowledge about the roles of extracellular matrix and its components in the nervous system development and disease is important  from the therapeutic viewpoint. Activation of signaling cascades  underlying reorganization of the extracellular matrix and stimulation of  neuronal plasticity is an achievable goal and a promising approach for  treatment of acute and chronic neurodegenerative disorders. Recent data  suggest that extracellular matrix proteases modifying cell recognition  molecules on the neuronal surface, modulate synaptogenesis and  plasticity during development and neurorepair. [Retrieved from https://www.frontiersin.org/research-topics/21996/extracellular-matrix-in-development-and-disorders-of-the-nervous-system; https://febs.onlinelibrary.wiley.com/doi/10.1111/febs.15776].

A new study reveals how adipocytes, or fat cells, play a role in  cognitive decline and increased neurodegeneration risks. Using  genetically modified mouse models, researchers found oxidative stress  through exposure to a Western diet increased the production of  inflammatory cytokines confined to adipocytes and altered protein  markers of memory and cognition in the hippocampus. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/fat-cells-cognition-19521/amp/?fbclid=IwAR0EsMm7hYb1k-f63z0CfVd5cLiHRJ_RNavyXvI4U-0Jow03LuqA3EueXpQ].

As well, sympathetic [Anger] innervation of the thymus originates from the superior  cervical and stellate ganglion. These fibers travel in a plexus along  large blood vessels until they enter the thymic capsule. Parasympathetic  fibers  [Shame]  arise from the vagus, recurrent laryngeal, and phrenic nerves.  Several rodent studies have found that thymocytes respond to stimuli via  norepinephrine, dopamine, acetylcholine, neuropeptide Y, vasoactive  intestinal peptide, calcitonin gene-related peptide, and substance P.[2][6][2] [Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK539748/].

Research on the molecular and cellular basis of learning and memory has  focused on the mechanisms that underlie the induction and expression of  synaptic plasticity. There is increasing evidence that structural  changes at the synapse are associated with synaptic plasticity and that  extracellular matrix (ECM) components and cell adhesion molecules are  associated with these changes (Retrieved from HERE).

“May our Lord Jesus Christ himself and God our Father, who loved us and by his grace gave us eternal encouragement and good hope, encourage your hearts and strengthen you in every good deed and word.”  

2 Thessalonians 2:16-17 https://www2.bible.com/bible/111/2TH.2.16-17

The Thymus aka Leb, Lebab Cont.

The leb is “:The Veil”, of the five senses, also what enters the body, and absolutely essential for physical life and  health, so too a healthy spiritual heart (mind (intellect), emotion (imagination), will (“ego”-good/love & bad/fear)) is at the center of one’s inner being (soul)  is vital for a healthy  soul, serving as the “fountain” of all moral attitudes and actions. The invisible realm of the spirit is as real as the visible world. In  fact, the Scripture tells us that it is even more real (Hebrews 11:3).  And just as God gave us five natural senses to interact with the  physical world, He gave us five spiritual senses to connect with the  supernatural world. The Leb- high heart, mind and “the gut” which is the bodily organ by means of which the raw data of experience is shaped into thoughts, concepts, or judgments. https://www.preceptaustin.org/heart_leb?fbclid=IwAR3sxBfseZ2LTzssTfOghYI_kfM-mtglVqyEqG3W7xAPJIQt3uODG9GjNdk

The puritan, John Flavel said, it’s light of the understanding, recognitions of the memory, seat of principles and the fountain of actions. John MacArthur – The “heart” commonly refers to the mind as the center of thinking and reason (Pr 3:36:21;7:3), but also includes the emotions (Pr 15:1530), the will (Pr 11:2014:14), and thus, the whole inner being (Pr 3:5). The leb aka heart and mind carries along several other organs of the body (cf. ear and eyes already in Pr 4:2021) mentioned frequently in wisdom instruction: mouth, lips, and eyes (parallel to “eyelids” or “orbs” in Pr 4:25), mouth, lips, and even the foot and hand. The heart is the depository of all wisdom and the source of whatever affects speech (Pr 4:24), sight (Pr 4:25), and conduct (Pr 4:2627). 

“Our mind [“leb”] receives information that it turns into emotional thoughts that  act as a blueprint for shaping our material body, both inwardly and  outwardly. We literally become what we think and imagine.” Retrieved from https://medcraveonline.com/MOJPB/dna-the-phantom-effect-quantum-hologram-and-the-etheric-body.html?fbclid=IwAR199BUqYjWCvNGq2GCgdzl3d0n_lVzu_6na4KVVcYVuBzk-JeiM-CgRyDQ

Our Euphraino, “the flexible mind”,  relies the veil on The Truth in The gospel lies in your belief in Jesus’ coming to earth…please read below and think about how our subjective, discriminative  knowledge and wisdom leads to understanding everything.

Learn More HERE

My Elbert: Cell-mediated Immunity, Self-directed Neuroplasticity (adaptability of cells) and Atonement

Im

Improve thymic hormone function and cell health including cell-mediated immunity that reduces anxiety with increased self-directed neuroplasticity (adaptability of cells) and atonement. -Tricia Cook

What is neruopedagogy?

My current practice is a holistic, alternative approach to being and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning differences. You need to know that my neuropedagogy is based on the following: my own inductive reasoning, logic of evaluation, outside-of-the box problem-solving skills, detective sense contributed to my own gift of neurodivergency, gift of ,knowledge and wisdom (discernment), countless hours of student observations, (w)holism, neuroscientific, neuropsychology, educational research, and spiritual/religious studies (Nouthetic Counseling) along with my perpetual care for the “whole person”. We identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem, and connection (unity) with God; and promote behavior change and optimal mental health.

Epigenetics comes to Life: Neurodevelopmental disorders (NDDs) encompass a broad group of conditions characterized by alterations in the development of the central nervous system (CNS), resulting in varying degrees of cognitive and/or behavioral symptoms. Several conditions are grouped under the diagnosis of NDD, including intellectual disability (ID), learning disorders, communication disorders, motor disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum condition (ASC), epileptic encephalopathies (EE), and schizophrenia (SZ) [1, 2]. In the “Journal Nature Neuroscience”: Intelligence ‘Networks’ Discovered In Brain For The First Time, 2015-“Remarkably, they found that some of the same genes [M1 & M3] HERE that influence human intelligence in healthy people were also the same genes that cause impaired cognitive ability and epilepsy when mutated.”

“Also, studies show that autistic people have a 20% risk of having epilepsy and that people with epilepsy have a 20% chance of being autistic. The reason for this may be that the effects of epilepsy and autism spectrum condition (ASC) on brain structure and function overlap. Chromosome 12-GRIN2B The NMDA receptors mediate a slow -permeable component of excitatory synaptic transmission in the central nervous system. The early expression of this gene in development suggests a role in brain development, circuit formation, synaptic plasticity, and cellular migration and differentiation. Naturally occurring mutations within this gene are associated with neurodevelopmental disorders including autism spectrum condition, attention deficit hyperactivity disorder, epilepsy, and schizophrenia.

Autism spectrum condition (ASC) and dyslexia are both neurodevelopmental disorders with high prevalence in children. These two disorders share common genetic risks remain elusive. DOCK4 (dedicator for cytokinesis 4), a guanine nucleotide exchange factor (GEF) for the small GTPase Rac1, is one of few genes that are associated with both autism spectrum condition (ASC) and dyslexia. Dock4 is important for neuronal development and social behaviors. Likewise, recent research examining polygenetic risk has revealed several significant associations between dyslexia risk and genetic liability to several neuropsychiatric and neurodevelopmental disorders and problems (Gialluisi et al., 2020). Thus, polygenic inheritance is the phenotypic trait that is not a single gene trait but a cumulative expression of multiple genes. What are other polygenic inheritance examples? Human phenotypes or human physical traits such as hair color, height, skin color, blood pressure, type-2 diabetes, coronary heart disease, cancer, arthritis, intelligence, autism, and longevity. However, these conditions are not just genetic since polygenes can be influenced by environmental factors. [Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7488083/; https://www.frontiersin.org/articles/10.3389/fncel.2019.00577/full; https://onlinelibrary.wiley.com/doi/10.1002/dys.1681?fbclid=IwAR3pdYZTYwoFMSFASW8CDJwzOpyNRVpMyt38K0_K-4IweECeBJZIrNbmaSE;https://www.biologyonline.com/dictionary/polygenic-inheritance; https://www.biologyonline.com/dictionary/polygenic-trait].

Note: New research from the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London has found that some processes behind the early development of GABAergic neurons, neurons that produce the main inhibitory chemical messenger in the central nervous system, are consistent between humans and mice. Many of these disorders have overlapping genetics and phenotypes and changes in striatal and cortical GABAergic neurons have been robustly documented in both autism and schizophrenia.” [Retrieved from https://neurosciencenews.com/gaba-neurodevelopment-asd-19784/].

What is the Interoceptive System? Having trouble with this sense can also make self-regulation a challenge because of physiological processes related to affective feeling. The interoceptive system [also] has special nerve receptors which are located throughout our bodies including internal organs, bones, muscles, and skin. These receptors send information to the brain. The brain interprets this information and uses it to tell us how we feel. The interoceptive system helps our bodies stay in a state of optimal balance, which is known as homeostasis. [Retrieved from https://occupationaltherapy.com.au/interoception]. Especially, it’s hard for those with Interoceptive Discrimination Disorder (IDD), which is a form of Sensory Processing Disorder (SPD), it is very difficult to distinguish internal feelings from external ones. [Retrieved from http://sinetwork.org/the-other-senses-interoception/].

Note: A study found impaired functional connectivity and autistic-like behaviors in CX3CR1−/− mice lacking responsive microglia (Zhan and others 2014), for example, though this could be due to two reasons: a transient decreased microglial density in postnatal development, or the fractalkine signaling pathway being responsible for the tagging of synapses. Also, a new study expressed by microglia—the immune cells of the central nervous system—TAMs perform bona fide immune-related roles as regulation of inflammation and cytokine secretion both in health and in disease such as Alzheimer’s and Parkinson’s disease, ischemia, and multiple sclerosis. Likewise, TAM receptor MERTK expression is enriched in the central nervous system and in resident innate immune cells where it regulates numerous functions that support brain plasticity. Consistent with other receptor tyrosine kinases (RTKs), the TAM receptors become activated following ligand binding, receptor dimerization and subsequent trans-autophosphorylation of the kinase domains to activate intracellular signaling cascades and modulate gene transcription. More specifically, the TAM receptors are activated upon IgL domain binding to the LG-like domains of their ligand [37, 38]. Prior to activation, glutamic acid γ-carboxylation of the Gla domain the ligand Gas6 or Protein S is required [39]. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/neuroimmune-brain-plasticity-19663/amp/?fbclid=IwAR2 b73FidTuEOXEratUhsXrvKD9Be9PWOVfCRsYTAG8IDColpka5Lm3EpM;https://molecular-cancer.biomedcentral.com/articles/10.1186/s12943-019-1022-2].

Alzheimer’s disease is the most prevalent neurodegenerative disease in aging, affecting approximately 46 million people worldwide. Theories point to a number of potential causes, including age-related changes in the brain, along with genetic, environmental, and lifestyle factors. These lead to the accumulation of toxic proteins (tau) in the brain—and according to recent evidence, immune system changes—that result in loss of neurons and their connections. To examine how the brain’s immune cells may contribute to Alzheimer’s disease, Dr. Gan and her colleagues first established the molecule fingerprint of individual microglia in the brains of patients with Alzheimer’s disease who carry a mutation in the TREM2 gene that markedly elevates the individual’s risk for developing Alzheimer’s disease.

TREM2 is a receptor mainly expressed by microglia in the brain, and among other functions, it signals through an enzyme named AKT to modulate inflammation and metabolism. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/microglia-alzheimers-prevention-19732/amp/?fbclid=IwAR3S_hUbO5cJNy6VkvsGhp7GZ3Q5bPaeFeksIC_XiAjce4_wgAxSF7arEiM; https://www.science.org/doi/10.1126/scitranslmed.abe3947].

Humbled by His Victory for: ‘Then He opened their minds to [help them] understand the Scriptures, ‘ Luke 24:45 Comforter (8) Humbleness (Simple) by His Hope In faith for upon Jesus Holy Name: I know Peace Jesus ‘looked up toward heaven, and with a groan he said, “Effatha!” which means “Open up!” Mark 7:34

And his ears were opened [Their Mind], and the impediment of his tongue was removed, and he began speaking plainly [Sincerely-Godly Nature]. Mark 7:35

Bliss (heart-pons): Joy, Power, Complete (Intent (Praise of Trust):-Arise-Mind/Soul, Indwelling Faith-Love)

Intent (Praise of Trust): ‘When Jesus spoke again to the people, he said, “I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life.” ‘ John 8:12 SAY: I TRUST I WILL NOT TO WALK IN DARKNESS EVER AGAIN

Happiness (heart mind- Thymus): Peace, Authority, Absolute (Revelation (Hope of Forgiveness): -Behold-Heart/Soul Saving Faith-peace)

Revelation (Hope of Forgiveness): ‘Never be lacking in zeal, but keep your spiritual fervor, serving the Lord. ‘ Romans 12:11 SAY: I’M SORRY FOR WHEN ANGER AND SHAME MIGHT HAVE SLACKENED MY DILIGENCE IN SERVING YOU, MY FATHER

Delight (mind-RAS-Gut): Strength, Might, Simple (Affirmation (Blessing of Thanksgiving): -Abound-Heart/Spirit, Justifying Faith-justice)

Affirmation (Blessing of Thanksgiving): I WILL ABIDE BECAUSE…’I did not receive it from any man, nor was I taught it; rather, I received it by revelation from Jesus Christ. ‘ Galatians 1:12 Say: THANK YOU FOR ALL REVELATIONS YOU HAVE GIVEN ME AND LIFE WITH YOU!

IN HIS NAME, JESUS CHRIST I PRAY FOR HE IS THE POWER AND GLORY FOREVER, AMEN.

Learn More HERE

My Elbert: RAS & Neuroscience

The Reticular Activating System (RAS)Ras/ HPA & ACC/Gut – to know, perceive, recognize, have, aware, cognizant, do laugh, reverence, ask, repent, reconciliation which is a network of neurons (hyper-, hypo-, or, varied) located in the brain stem that project anteriorly to the hypothalmus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. The reticular formation (part of pons-see below) is a set of interconnected nuclei that are located throughout the brain stem. It is not anatomically well-defined, because it includes neurons located in different parts of the brain. The neurons of the reticular formation make up a complex set of networks in the core of the brain stem that extend from the upper part of the midbrain to the lower part of the medulla oblongata. The reticular formation includes ascending pathways to the cortex in the ascending reticular activating system and descending pathways to the spinal cord via the reticulospinal tracts. [2] It is holistically and spiritually known from being a center “where we can create our own reality” whether positive, negative, or neutral. Knowing: What we focus on in our mind (thymus), pons (dream center) then comes to fruition here in our RAS. The reticular activating system’s fundamental role is regulating arousal and sleep−wake transitions. The ascending projections of the reticular activating system enhance the attentive state of the cortex and facilitate conscious perception of sensory stimuli. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4013218/; https://commons.wikimedia.org/wiki/File:Gray701.png; https://en.wikipedia.org/wiki/Reticular_formation].

Targeting these cells, as reported in the journal #Nature Neuroscience, modulated memory retrieval and altered anxiety-like behaviors in mice. Essentially, the #UNC scientists boosted the electrical activity between cells in the hypothalamus and the hippocampus to create new neurons – an important process called neurogenesis “Targeting the hypothalamic neurons to enhance adult hippocampal neurogenesis will not only benefit brain functions,” said senior author @Juan Song, PhD, associate professor of pharmacology, “but also holds the potential to treat cognitive and affective deficits associated with various brain disorders.” [Retrieved from https://neurosciencenews.com/optogenetics-neurogenesis-20603/].

Note: the thalamus has been found to be less passive in cognitive functions may indeed be supported by a more general role in shaping mental representations. Several features of thalamocortical circuits are consistent with this suggested role, and we highlight how divergent and convergent thalamocortical and corticothalamic pathways may complement each other to support these functions. Furthermore, the role of the thalamus for subcortical integration is highlighted as a key mechanism for maintaining and updating representations. [Retrieved from https://www.jneurosci.org/content/39/1/3?fbclid=IwAR1mUDSUOD3kolCFIoVRTXf6rsLZ6nbZfnMI8oRUEgwZ37EI8ppd3USLD2s].

The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland) associated with the alta major chakra and shame.

HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis) associated with the soma chakra and anger.

Both are associated with the thymus chakra aka vagus nerve chakra.

Note: Important RAS info. includes the following excerpt… ‘The RAS is said to be the gas pedal [slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996). https://nlpca.com/creating-an-optimal-future-for-yourself/

Daniel Kahneman is correct, engaging the reader in a lively conversation about how we think, reveals where we can and cannot trust our intuitions and how we can tap into the benefits of slow thinking [hypo-; as well hyper-, varied speed processing]. [Retrieved from https://suebehaviouraldesign.com/about-us/contact/See]

Images Below: Left- hyper speed processing, Right- hypo- speed processing (then vice versa)

Summary: Study implicates the gene DJ1 in neuronal death associated with Parkinson’s disease. Parkinson’s disease affects about 7 million people worldwide, according to data provided by the World Health Organization (WHO). This neurodegenerative disorder affects the central nervous system and, although its causes are not yet fully understood, it is known that many of its symptoms are due to the loss of neurons that produce dopamine. [retrieved from https://neurosciencenews.com/dj1-gene-parkinsons-20588/%5D. https://neurosciencenews.com/dj1-gene-parkinsons-20588/

My New Image for My Elbert…I think it’s cool 😄since I help so many people rewire their brains by having a calm delight when learning!!!! Thanks #Favicon


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#2

Which is your favorite: #1, #2, #3


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#3

My Elbert: Perception, Senses, and Neurodiversity

What is neruopedagogy?

My current practice is a holistic, alternative approach to being and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning differences. You need to know that my neuropedagogy is based on the following: my own inductive reasoning, logic of evaluation, outside-of-the box problem-solving skills, detective sense contributed to my own gift of neurodivergency, gift of knowledge and wisdom (discernment), countless hours of student observations, (w)holism, neuroscientific, neuropsychology, educational research, and spiritual/religious studies (Nouthetic Counseling) along with my perpetual care for the “whole person”. We identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem and connection (unity) with God; and promote behavior change and optimal mental health.

κοπιάω (Strong’s #2872 — Verb — kopiao — kop-ee-ah’-o ) (a) “to grow tired with toil,” Matthew 11:28; John 4:6; revelation 2:3 , also means (b) “to bestow labor, work with toil,” Romans 16:6; Galatians 4:11; in John 4:38 , AV, “bestowed (no) labor,” RV, “have (not) labored,” and, in the same verse, AV and RV, “labored.” See LABOR , TOIL , WEARY.

Nurture Their Nature

Nature is the maturation of the brain and body; for the purpose of survival, it’s the ability to perceive, give meaning, learn, and act including motivation along with resilience of our very own environments, and seeking out patterns first.

Our brains and particularly the posterior lobes of cortex, have evolved to recognize environmental patterns efficiently. Just as affect can influence what we perceive in the outside world, our expectations about what we are seeing can warp what we do see. Illusions, like Abelson, are great ways to illustrate the brain’s dependence on and interaction with patterns when recognizing our world. The environment is comprised not of random or chaotic information, but rather of predictable patterns. Humans’ ability to rapidly recognize those patterns is a critical part of how recognition networks function.. Received from http://udltheorypractice.cast.org/reading?12&loc=chapter2.xml_l1969841].

In mice, a specific type of brain cell called a PV neuron improves the ability to distinguish a target sound from background noise (i.e., the cocktail party problem) (Kamal Sen, Boston University). The feeling of ownership over one’s body while experiencing an event strengthens the memory representation of that event in the hippocampus, a brain region involved in learning and memory (Heather Iriye, Karolinska Institute, Sweden). In humans and monkeys, imagining an object’s movement activates motion-sensitive areas of the brain, suggesting that both species can simulate versions of the world in similar ways (David Sheinberg, Brown University). A novel technique involving non-invasive transcranial magnetic stimulation (TMS) informed by real-time scalp EEG recordings enhanced human visual perception by modulating communication between frontal and visual brain regions (Nitzan Censor, Tel-Aviv University, Israel). These studies give a better understanding of the neural basis of perceptual phenomena will help clarify both ordinary experiences — such as the ability to pick a single voice out of a noisy background — and disorders in which perception is altered — such as attention-deficit/hyperactivity disorder, autism, schizophrenia, and Alzheimer’s disease. Today’s new findings show [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/perception-reality-19586/amp/?fbclid=IwAR0rUzKxS98j6_yWnej7hF96xbL6N7Ptn_VsT5rrQt9pSOcX-rg9N57qm4c]:

(SEE Neuropedagogy & IQ- Disparagement of Perceptions, scroll to bottom to last section)

Speaking of the “whole child”- the vagus nerve connects the brain stem to the body. It also connects and aligns the chakras (energy centers-wheels), Pons, RAS & CAN: ACC/HPA and thymus including their own biofield (including electromagnetic field). This vagal balance allows (via thymus) the brain stem to receive the information (formulating patterned neural connections) from the environment, the frontal lobe to perceive the universal emotions which are the following: anger, strength, joy, bliss, shame, empathy, courage, compassion, might and harmony, and the midbrain to monitor and receive information (firing pattern of brain nerve cells in a network), The PONS and RAS- HPA/ACC includes executive functioning which involves logic through analysis or evaluation; initially, the thymus is where the mind (thymus) deems how important based on cellular memory (what or why). “The relationship to the senses and the is direct, for the senses leave lasting impressions on the soul.” [Retrieved from https://www.unseenwarfare.net/the-five-senses.]

What I mean by Cellular memory? It’s what we know about PSTD where the cellular landscape of proteins–a dynamic that captures significant features of an event, in part by synthesis of new proteins. Ask yourself what is “let go” and kept in out memory for means of safety (what or why)? Also, what is synthesized and deemed safe or unsafe? Think about God’s essence of “letting go and letting God”!! This is where EMDR or tapping is good for those, as well as prayer and worship. [Retrieved from https://neurosciencenews.com/protein-synthesis-danger-memory-17134/].

Then onto the frontal lobe, where the “why” is based on context cues and visual-patterening (evaluation) and the “what” is based on recursive aspects of patterns (analysis). The vagus nerve controls vagal balance and the executive functioning system (via the thymus- vagus nerve chakra). The thymus (high-heart and mind) including the vagus nerve can be deactivated, hyperactivated, hypoactived, underdeveloped, or variably then going inactive in children (adults-too); therefore, all information is the chaotic and releases specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain. [Retrieved from Sunny Sea Gold Updated January 27, 2021. “Here’s How the Brain Makes Memories-and What You Can Do to Keep Your Mind Sharp.” Health.com, www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brain-memory-healthy-mind?amp=true; https://www.frontiersin.org/research-topics/7323/involvement-of-neuro-immune-mechanism-and-brain-gut-axis-in-pathophysiology-of-mood-disorders#articles]

Researchers have identified gene expression signatures common to sensory processing that facilitates the brain’s interpretation of sensory input. Sight, touch and hearing are our windows to the world: these sensory channels send a constant flow of information to the brain, which acts to sort out and integrate these signals, allowing us to perceive the world and interact with our environment. But how do these sensory pathways emerge during development? Do they share a common structure, or, on the contrary, do they emerge independently, each with its specific features? [Retrieved from https://neurosciencenews.com/language-sensory-perception-genetics-5125/].

But we can look beyond neuroscience to other fields for confirmation of the importance of these three basic components of learning. For some time, educators, psychologists, and organizational theorists have pointed to the same three components in any learning organism. For example, Lev Vygotsky, a pioneering Russian psychologist of the early 20th century, described three prerequisites for learning:

  • Engagement with the learning task
  • Recognition of the information to be learned
  • Strategies to process that information14

Divine Nature-Identified In Christ

Actions of Righteousness by His Hope for: ‘ “So I say to you, ask and keep on asking [Remember], and it will be given to you; seek and keep on seeking [Recall], and you will find; knock and keep on knocking [Recognize], and the door will be opened to you. ‘ Luke 11:9

Faith In Hope- SHEWBREAD- shō : “Show” (so always the American Standard Revised Version) is simply a modernized spelling of “shew” (so always in the King James Version and generally in the English Revised Version), and it should be carefully noted that “shew” is never pronounced “shoo,” not even in the combination “shewbread”; Compare “sew.” In the King James Version “shew” as a verb is the translation of a very large number of terms in the original. This number is reduced considerably by the Revised Version (British and American) (especially in the New Testament), but most of these changes are to secure uniformity of rendition, rather than to correct obscurities. The proper sense of the verb, of course, is “to cause a person to see” (Genesis 12:1 , etc.) or “to cause a thing (or “person”) to be seen” (Deuteronomy 4:35; Judges 4:22 , etc.).

παραδειγματίζω (Strong’s #3856 — Verb — paradeigmatizo — par-ad-igue-mat-id’-zo ) shame signifies “to set forth as an example” (para, “beside,” deiknumi, “to show”), and is used in Hebrews 6:6 of those Jews, who, though attracted to, and closely associated with, the Christian faith, without having experienced more than a tasting of the heavenly gift and partaking of the Holy Ghost (not actually receiving Him), were tempted to apostatize to Judaism, and, thereby crucifying the Son of God a second time, would “put Him to an open shame.” So were criminals exposed. In the Sept., Numbers 25:4; Jeremiah 13:22; Ezekiel 28:17.

Living Faith- Seeing, Hearing & Understanding By Faith

Isaiah 50:7 But the Lord God helps me; therefore I have not been disgraced; therefore I have set my face like a flint, and I know that I shall not be put to shame.

Recognition is Heterarchical

We have seen that individual aspects of patterns, such as their color, shape, orientation, or motion, are processed by separate parts of recognition networks. And these specialized processes proceed in parallel. But they do not proceed independently. Like affective systems, recognition systems are intensely interconnected and heterarchical. The naïve assumption is that recognition is primarily a “bottom-up” process. In this view, visual sensory information enters the nervous system at the retina (the bottom) and then travels up through an increasingly complex hierarchical network, eventually reaching the visual cortex where patterns in the visual information are recognized (the top).

But as we saw in the Adelson illusion, recognition is very much a “top-down” process. Our brains don’t just passively receive information in that bottom-up way. Instead, our brains are constantly and persistently anticipating and predicting what patterns we will see, hear, smell, taste, or touch, and those expectancies profoundly affect what patterns we actually do perceive. To facilitate recognition, our brains consistently make use of higher-order information such as background knowledge, context, previous experience, and overall pattern.

Retrieved from: http://udltheorypractice.cast.org/reading?27&loc=chapter2.xml_l1970028; http://udltheorypractice.cast.org/reading?29&pageNum=39; Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at: https://eric.ed.gov/?id=ED441951.

*NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) and Total Learning System Dysfunction (TLSD) works in a downward effect from RAS to -PONS to -THYMUS:

ALL our systems and senses need to function equalized, activated, and balanced for learning to take place. The triune brain which is the neomammalian complex (RAS- aka neocortex), midbrain (pons- aka limbic system), and forebrain (thymus aka reptilian) is working on a downward function. People are using their mental and emotional bodies to learn not their etherical body (etheric).

NOW ALL LEARNING IS IN THIS DIRECTION TO ATONEMENT To “THE LEB” which is high heart and mind by Transformation (heart)/Revelation (mind):

JESUS (Mental Body- INTELLECTUAL energy centers- wheels- 1st-3rd chakras, ) RAS- HPA/ACC the aka neocortex (Body & Brain- breath). It’s the cognitive and physical “what” (meaning) which is the “The Way”. A clean heart- brings purity.

now autonomous soul to (The Aware)

Holy Ghost (Emotional BodyMORAL energy centers- wheels- 4th-6th chakras) PONS aka limbic system (Body & Mind- breath). It’s the affective and the physical “why” (motivation) which is “The Truth”. A pure mind- brings blamelessness.

attunement soul to IMAGINATIVE (THE SIMPLE)

THE UNION of (Jesus) head and (Holy Spirit) heart combined are combined with righteousness and humbleness upon God! Note: Righteousness & Humbleness is a calm sense of justice belief or feeling in the good!!

adaptable spirit to The PERFECT

God (Etherical Body energy centers- wheels- 7th-12th ) THYMUS aka reptilian (H. Heart & Mind- authentic breath). It’s the God-Soul, authentic self connection which is infinite, complete, & absolute truth “The Light”. A clean, pure heart and blamelessness mind brings righteousness (salvation) and humility (discipleship).

We believe (Spirit) and know (Soul) that you are The Holy One Of God. John 6:69… ‘for we walk by faith, not by sight [living our lives in a manner consistent with our confident belief in God’s promises]— ‘ 2 Corinthians 5:7

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