My Elbert: Goes International

MY ELBERT is unlike any other program you have tried before.  That’s because I am not your typical educator.  This is an alternative education model that Now it’s your turn to enjoy measurable results…

  • Provides the science-based solution to reach the core of diverse cerebral learning based on individual assessments, that eliminates failure once they are equipped at this level.
  • Develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.
  • Activate healthy brain circuits for calming and self-directed neuroplasticity possibly even homeostasis under times of stress, such as reading, writing, and speaking.
  • A sure-fire way to conquer phonics and alternative approaches to comprehensive reading and literacy for developing identity and spiritual authenticity.
  • Increase their focus, motivation, and resilience as well as processing speed and memory; then, increase their intrinsic trust in themselves and more importantly their mind.
  • You’ll benefit from enrichment tools you can use to help with at-home learning and classroom management.
  • Plus, equanimity= mental calmness, composure, and evenness of temper, especially in a difficult situation; Likely, creating a peaceful environment, non-bias community, and a better society using neuropedalogical aspects and acceptance.

MY ELBERT trains and coaches families, educators in schools, museums, organizations, independent contractors, tutors, and other teaching staff and institutions of higher education personnel, to use student-centered facilitation methods to create a visually-empowering team inclusive of neuropedalogical discussions, reflective activities, goal and intention setting, self-awareness and directed neuroplasticity.

  • Also, by our intensive professional development programs, we provide individuals with the tools to become skilled facilitators of complex conversations, fostering strategic relationships, flexible thinking skills, and the conceptualization and implementation of collaborative initiatives.
  • Our accessible online program supports the Neurodiverse in the areas of: critical thinking, visual literacy (arts), communication (reading, writing, & speaking), and collaboration skills; basically trusting the gifts, strengths, and interest. As well training the adults who work with them daily including but not limited to: curriculum planning, literacy intervention, visual-arts instruction, classroom management, character development, and community outreach programs. Check out where My ELBERT IS TAKING an INTERNATIONAL STAGE in SDIG REVIEW; REVIEWS OF MY ELBERT!!

My program has been pretty awesome the way it was, but in response to overwhelming requests from Administrators, Program Managers & Parents around the world…My Elbert program follows an ABCs format whether child or adult:

😊 😃 Where in your life do you need more autonomy with independence (work, home, school)?
😊 😃 Also, where do you need to add attunement that’s value (empathy) for God, yourself, others?
As an My Elbert coach, we’d discuss and brainstorm as well start add PYAM!! Prayer, Yoga, Affirmations and Meditation to your daily routine (I meet you where you are spiritually-https://pin.it/1zM3sfL)!!
I understand, as well as, my other My Elbert coaches Linda Flack Coyle and Susan Christian Beddingfield https://lnkd.in/djJf7U6E; personally, I’m Neurodiverse myself. In order to heal from the emotional intensity due to trauma with learning, I had to realize the anger (it was regressive- hidden or suppressed) that caused the shame. Then, I worked with the shame- so this realization wasn’t so easy to face; therefore it took strength (God’s strength to be exact…see my GO: https://www.canva.com/…/Fl8KaG3rmUU3-gSZAGnXtA/view…).
😊 I uncovered that the anger was due to the rejection of the teachers (who I looked up to) that couldn’t help me and felt frustrated and the children followed the teachers lead in this.
😊 Yes- the anger went to shame. The abandonment of the teachers not helping had me to become emotional and overeat along with reading the bible with not understanding it. Basically, until the last half-decade, I was overweight, had an autoimmune disease and daily ruminated on negative thoughts of myself.
Today, I try to inform teachers/tutors, families to prevent for kids from experiencing too. Its also my testimony and mission to help the Neurodiverse (children to adults) spiritually as well as the academic, mental, physical and social/emotional “whole person” areas. www.myelbert.com https://www.canva.com/…/YvCoKFls1NJikH-OgTorQg/view…
😊 😃 Do you or someone you know struggle with
learning and life in general??

LEARN MORE HERE

Learning That Appeals To The “Whole” Person (children to adults)…See MY Elbert Coaching Model (looking for consultants, coaches, and tutors for My Elbert): Learn More here: https://lnkd.in/dw7-9cV
#education #mentalhealth #student #elbert

https://www.canva.com/design/DAEFnOLncU8/zLcIdtMwOkzVESwuJQl5rA/view?website#2

 

MY ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING

IS The first Specialized Online Coaching Curriculum.  I’ve spent the last 20 years perfecting an alternative, holistic approach to correcting learning differences, including, but not limited to, Dyslexia and Neurodevelopmental differences. I coach teachers, specialist, parents, reading tutors, carers, etc. on neruodifference learning uniquenesses, characteristics, gifts, traits, and behaviors.

 

MY ELBERT is unlike any other program you have tried before.  That’s because I am not your typical educator.  This is an alternative education model that Now it’s your turn to enjoy measurable results…

 

  • Provides the science-based solution to reach the core of diverse cerebral learning based on individual assessments, that eliminates failure once they are equipped at this level.
  • Develops connection, trust, and love by instilling curiosity, autonomy, and attunement in our students.
  • Activate healthy brain circuits for calming and self-directed neuroplasticity under times of stress, such as reading, writing, and speaking.
  • A sure-fire way to conquer phonics and alternative approaches to comprehensive reading and literacy for developing identity and spiritual authenticity.
  • Increase their focus and attention as well as processing speed and memory; then, increase their Body & Breath Work.
  • You’ll benefit from enrichment tools you can use to help with at-home learning and classroom management.
  • Plus, equanimity= mental calmness, composure, and evenness of temper, especially in a difficult situation; Likely, creating a peaceful environment, non-bias community, and a better society using neuropedalogical aspects and acceptance.

 

 

In my experience, everyone Who Excels In Learning Has Developed A Unique Sense Of Trust In Themselves, Their Gifts, & How They Process Information.

 

Please Read Here

 

FREE CONSULTATION & SET BOOKING HERE

Contact: tcookmyelbert@gmail.com

Why My Elbert

According to Erik Erikson,  during the first years of school, every child must resolve the  conflicts between a positive self-image and feelings of inferiority. If  children succeed in school, they will develop positive feelings about  themselves and believe that they can succeed in life [Retrieved from http://www.ldonline.org/article/19296/].

 

Likewise, this study aims to investigate the emotional perspective of having  Dyslexia, a specific learning difficulty that not only affects literacy  but many aspects of an individual’s life, from childhood into adulthood [Retrieved from https://www.researchgate.net/publication/290213848_Dyslexia_Investigating_Self Harm_and_Suicidal_ThoughtsAttempts_as_a_Coping_Strategy].

 

Who can use My ELBERT?  I deploy a holistic, alternative approach to student (children-adults) learning and include the cooperative efforts of those who don’t have specialized training in the learning uniquenesses, such as…

  • Teachers
  • Specialists
  • Families
  • Carers
  • Social Services

& Again, Access To My

Vast Network of Resources

 

Learn More HERE

 

FREE CONSULTATION & SET BOOKING HERE

My ELBERT IS A  (7)  Seven Neuropedalogical   PART PROGRAM

 

  • My ELBERT Evaluations

includes

Spiritual Development &

Social-emotional

Components

 

  • My ELBERT Interventions & Trainings

includes

Systematic,

Explicit includes

Neuropedagogy

 

= faster movement

through the tiers &

hopefully no more tears!!

 

What is neuropedagogy? Neuropedagogy as a scientific  discipline: interdisciplinary description of the theoretical basis for  the development of an educational research field of the mind, brain, and  body; Basically, it is when science and education meet, and whose scientific aims are to learn how to stimulate new zones of the brain and  create connections. It also merges neuroscience, education, and  psychology including (w)holism. Using Neuropedagogy, I present on the “why” behind the neurodifference!

 

 

FREE CONSULTATION & SET BOOKING HERE

2 – ESNP’s Unique Neuropedagogy Synthesis Retreived from Sara Naegele, MSEd and Dechantal Montano. “The Fundamentals of Neuropedagogy.” Brain Blogger The Fundamentals of Neuropedagogy Comments, brainblogger.com/2015/01/25/the-fundamentals-of-neuropedagogy/.

Complete My Elbert Program

DOES IT include My ELBERT The Learning Uniquenesses Checklist: The Ultimate SEL Checklist …YES

 

DOES IT include My ELBERT The Gifts & Strengths Checklist: The Ultimate Learning Style Checklist …YES

 

DOES IT include My ELBERT The Learning Differences Screening: The Ultimate Screening for Neurodifference …YES

 

DOES IT include Complete My ELBERT Evaluation…YES

 

DOES IT include My ELBERT Interventions & Enrichment…YES

 

DOES IT  include My ELBERT  Holistic Alternatives for Learning…YES

 

DOES IT  include resources for student and their parents…YES

 

PLUS ● ● OVER 200 EXERCISES & ACTIVITIES ●●

I’m offering courses and professional  development opportunities…that’s right, with consulting opportunities  I’m interested in guiding global governments to embrace a neuropedagogy  such as mine. -Tricia Cook

What services do you offer with your Coaching & Consulting?

 

We train and coach families, educators in schools, museums, organizations, independent contractors, tutors, and other teaching staff and institutions of higher education personnel, to use student-centered facilitation methods to create a visually-empowering team inclusive of neuropedalogical discussions, reflective activities, goal and intention setting, self-awareness and directed neuroplasticity.

Also, by our intensive professional development programs, we provide individuals with the tools to become skilled facilitators of complex conversations, fostering strategic relationships, flexible thinking skills, and the conceptualization and implementation of collaborative initiatives.

Our accessible online curricula supports of critical thinking, visual literacy (arts), communication (reading, writing, & speaking), and collaboration skills including but not limited to: curriculum planning, literacy intervention, visual-arts instruction, classroom management, character development, and community outreach programs.

 

High-Quality Professional Development- TA Trainings & IN-SERVICE Trainings (Supporting Unfinished Learning Supports) which includes the following:

 

– IN-SERVICE & Parent Trainings

1.5-2 Hour Trainings, 25-50 Adults

45 Min. Trainings, 24 or less Adults

 

-TA Trainings

Min. 1 hour- Max. 3 hours a week, 2-5 Adults

(Readiness, Transitions, Health & Wellness, SEL, Dyslexia & Other Learning & Behavioral Challenges, Practice, Implementation & Interpreting Formative, Diagnostic, Interim Assessments inclusive of K-3 screeners along with additional components, MSLE Supplemental Materials of Implementation, Setting Up Environment, Student Observations, etc.).

 

-Individual (Coaches/RSP, Consultants, RTI Specialist, & DSI, Team Parents, Carers, Neurodiverse Learner, Tutors & Anyone Who Carers About Neurodifferences)

 

My subscriptions are everything you need know about helping those with any neurodifference to enjoy learning again (see below)! Again, a maximum of 2 times per week recommended, on a flex-schedule at your convenience, includes two mandatory classes. Note: Students do not need to get an Elbert evaluation first and anyone with you can attend; also you might ask others joining as a group (10% off)!

 

*aligned with State Course of Study & Needs Assessments, prices subject to change according to participants, prices subject to change yearly, doesn’t include travel reimbursement, online  platform such as zoom.us, individuals such as coaches, tutors get 1/2 price, ask me about consulting (also 1/2 off and 10% when sold)

 

FREE CONSULTATION & SET BOOKING HERE

Subscriptions To My Elbert

 

Schools & Organizations

 

-Starter Level (3 months)

3 hours initial training on My Elbert quick screen and PA Awareness Is Fun (press), plus additional Coaching/ TA training (recommended for approx. 5-10 eligible students, needs to be ages 4-6). (preferred- Can be less than 5)

Intermediate Level (6 months)

5 hours initial training on My Elbert Evaluation Level I and Choose Two Intervention (press), plus additional Coaching/ TA training (recommended for approx. 5-15 eligible students, level 1 Elbert Evaluation). (preferred- Can be less 5)

Mastery Level (9 months)

10 hours initial training on My  Elbert Evaluation Level I and Choose Three Interventions (Press) , plus additional Coaching/ TA training (recommended for approx. 16-30 eligible students, level 1 Elbert Evaluation). (preferred-  Can be less 16)

Complete Elbert (12 months)

15 hours initial training Complete My Elbert Evaluation and Choose Four Interventions (below), plus additional Coaching/ TA training (recommended for approx. 31 plus eligible students, Complete Elbert evaluation). (preferred-  Can be less than 31)

 

Individuals: Teachers/Tutors, Parents, Specialist, any Stakeholder

 

Intermediate Level (5 classes) 5 hours initial training on My Elbert Evaluation Level I, II, or III and Choose Two Intervention (see links above)

 

Mastery Level (7 classes)

10 hours initial training on My Elbert Evaluation All Levels and Choose 3 Interventions, 2 Enrichment classes (see links above)

 

Complete Elbert (12 classes)

15 hours initial training Complete My Elbert Evaluation All Levels and Choose 5 Interventions, 2 Enrichment classes plus to Adult Enrichment Classes (see links above)

 

Tutors  Pick Subscription  70/30;  Coaches Pick Subscription  30/70;  Consultants   Get 10% each time sold (2 mandatory classes).  *ask  about case studies, also deal if become more than one above

 

 

*prices subject, not including travel reimbursement, online platform such as zoom.us

 

FREE CONSULTATION & SET BOOKING HERE

Contact: tcookmyelbert@gmail.com

 

Professional Review Press HERE and HERE & Testimonials HERE

Vishwas Asolkar studies from Jean-Émile Charon, who was a French nuclear physicist, philosopher, and writer, confirms Cook’s Theory (see above). Asolkar writes, “Mrs. Cook, I am still studying your wonderful series of lessons on innovative publication on Neurometric education applications… ahead …there’s got to be dappling effect applied to the theories and principles of mechanics of the universe…”. “I’m happy to note that, you do have fair knowledge of Science of Mechanics and application to Spiritual Game Theory.” [Referring to Lionel E. Flotte’s Work] Asolkar also states, “Indicators given by a great engineer & author … Arguments very much are True & applicable to our journey.”

Cook has developed a wonderful neuropedagogy. She is attempting to add (w)holism including epigenetics and self- directed neuroplasticity into a great field of education. From her own life experience and research, she has taken on the task to help the sufferers and those, who feel weak and weary to their circumstances and situations. Asolkar also writes, “she had applied her techniques, by developing her amazing technical growth and higher spiritual dynamics.” Likewise, he wrote. “I felt thrilled and proud to go through your works. The world requires dynamic personalities like you for creating great goodness to heal the world.”

 

#learning #mindfulness #wellness #psychology #experience #emotions #people #neurodiversity  #neuropedagogygroup #neuropedagogynetwork  @neuropedagogynetwork 

Vision

The Observer

You need to observe the student’s sensory acute  response to stress and interview teachers, the child, and parents, and  instructional support to informally observe input/output of motor,  verbal, and written behaviors in response to a literacy activity such as  a phonics inventory, word- sound knowledge, phonological awareness  exercises, and working memory activities along with the student’s interest survey and overall behaviors based on executive, somatic, and  autonomic functioning.

 

You might need to contact me for help if you or your child/student can’t be reached and seems disconnected; Also, when it comes to learning, they show some or all of the following emotions and challenges: anger, frustration, shame, and sadness; has chronic headaches, stomach aches, hives; appears to have low-self esteem; squints when reading; feels behind or “different” than the other kids; has behavioral and learning challenges; emotionally intense or desensitized; complains; thrives for constant attention; labeled emotionally intense, gifted and talented or twice- exceptional; has trouble focusing or paying attention; destroys their pencil, eraser, and crumples up their paper after working very hard; problems with organization or being on time; poor eye-contact, body-space awareness; sleep and/or digestive problems; has problems spelling or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words, ultra-sensitive, problems with authority; doodles on paper or anything else; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; known to “complain” a lot; described as dramatic, creative and very imaginative by others; been or going to be held back in school; has trouble connecting to others; tired all the time; great with verbal comprehension and large lexicon, shows anxiety, anxiousness, or depression; overactive-reads, writes, moves, and thinks extremely fast or slow; sensory- processing or working memory problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming” or lacking focus; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; averse to learning or trying something new (resilience) as well as low in motivation!

 

In My ELBERT evaluation, I help you uncover their learning uniquenesses and give suggestions, so you can work with their strengths and gifts (there are 3 to choose from). In My ELBERT intervention, I give you steps of learning intervention and enrichment along with the scope and sequence (there are 11 to choose from). My Complete My ELBERT program also includes the important help for the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic which is called  My ELBERT The Learning Uniquenesses Checklist: The Ultimate SEL Checklist; Midbrain- a screening for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory and visual processing; Limbic- My lesson plan template that includes the 4 F’s: Facts, Forms/Functions, Feelings & Future along with a progress monitoring tool; Cordial- holistic, alternative suggestions for taking care of the whole child’s individual, dynamic needs. Lastly, my program, My ELBERT, includes a self-guided literacy intervention program because literacy (speaking, writing, reading, etc) heals the soul. I offer online training,  specialized intervention, and other coaching through a course on understanding Dyslexia and consulting (first one Free)!!

3 – Who is Tricia Cook?

After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. I am an emotional intensity advocate and literacy specialist as well as dyslexia interventionist. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated and/or misdiagnosed; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole person.” I work with all stakeholders on constructive engagement when learning based on my student “whole person” observation(s) inspired by Maria Montessori, Benjamin Bloom, Lewis Goddard, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner,  Dr. Bradley Nelsen, Hans Berger, Jean Paiget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning differences. This program is based on my own inductive reasoning and a detective sense, contributed to my own gift of dyslexia, countless hours of student observations, educational research and studies along with my perpetual care for children.  Also, I’m  neurodifferent myself with deficit in language and early  development in  visual-spacial, so made this alternative program/message  based off  research of patterns (mostly empirical with my life and  loved ones) along academic and neuroscientific research and visual  symbols. Of  course, I had lots of prayer and had guidance from  questions!!!

 

My motivation is to inform families, who consider themselves weak or weary with challenges of nerurodiversity and learning  uniquenesses, by implementing and working with teachers, specialist,  and families through social media, courses/speaking engagements, book  sales, coaching/consulting, and outreach all with my internationally  recognized My ELBERT! As well as, I would like to share I little about myself and how I can help you by consulting and/or training! I have dyslexia myself and struggled with anger/shame due to LD (view My Story Of Dyslexia: HERE);  I’ve been a Dyslexia Interventionist since 2015; I have been tutoring  since 2001; I have been working with students of all ages (literally 18  months-81 years old), It has been my desire to work with the  neurodiverse also since 2001 and I have heavily studied learning  differences since around 2004; studied human development and education-  even developed a neuropedagogy based on educational, neuroscience research and psychology; I’ve earned several certifications to help tutor and teach  those with learning differences such as the following: State-Certified  Reading Specialist (P-12); M. Ed., Degree in Secondary Education; Orton-  Gillingham AGOPE AA Tutor Certified; Highly Qualified Status in Reading  and Early Childhood Education; AMS Montessori Toddler Certified;  Accredited Status 10 Program- 210 Credit Hours of Speech, Language  Pathology & Bachelors; State-Teacher Certified in Early Childhood  Education (P-3).

 

3 Goals

 

1) As  you know, schools, organizations, and families are desperately looking  for an effective, alternative type of affordable, multi-sensory,  handshakes-on, and interesting instruction and evaluation for learning  differences; especially, families here in Alabama with our low literacy  rates in varying low-high socioeconomic backgrounds.   As you also may know, literacy (writing, reading, and speaking) is key in stopping disparagement and growing their identity holistically through the spirit, soul and body.  2) With  my new program, I am searching to tell my story/testimony of dyslexia along with offering coaching, training and consulting to inform schools, organizations, and their families about neurodifferences and diversity and revolutionary teaching.  3)  I’m also interested in connecting with professionals all over the world with common interests related to  alternative and holistic education such as: diversity and inclusion (DEI), neuro-systematic and explicit instruction,  neurodiversity awareness, epigenetics, neuropedagogy, self-directed  neuroplasticity, literacy tutoring, learning differences and uniquinesses, spiritual mindset and positive learning environments. NOTE: What I’m presenting to you  guys with an ‘alternative perspective’ not a typical one, because I’ve  definitely have a divergent mind not atypical one personally. I’m not  your traditional academia type educator (even though my extensive resume  says otherwise- see HERE)  in the least due to my experiences with growing up neurodifference. So  please do not hesitate to contact me. I’m now coming to a school near you!!  I’m online but willing to travel.

 

MY BOOK ON SALE: AMAZON HERE

 

WHY MY ELBERT (FREE TRAINING): Press Here for Zoom Link

 

ALMOST TIME!!! FREE Friday mornings from 9:30 am CST

 

Live ZOOM: https://us02web.zoom.us/j/7379975197

 

Learn More on Website: https://atomic-temporary-173470897.wpcomstaging.com

 

 

Do you want to become a My Elbert Coach/Consultant too?? Check out and share @Linda Flack Coyle, @Susan Christian Beddingfield: https://www.canva.com/design/DAEFnOLncU8/zLcIdtMwOkzVESwuJQl5rA/view?website#2

Sign UP For More Information: https://forms.gle/5G6oUbfx7X8qy6j79

 

 

PLEASE NOTE:

Start above- Ask me about prices for you or someone else, here’s where to reach me via email:

Contact: tcookmyelbert@gmail.com

Works Cited

 

  1. B. Satpute, J. Kang, K. C. Bickart, H. Yardley, T. D. Wager, and L. F. Barrett, “Involvement of sensory regions in affective experience: a meta-analysis,” Frontiers in Psychology, vol. 6, Article ID 01860, 2015. View at: Publisher Site | Google Scholar

 

  1. Bechara, A. R. Damasio, H. Damasio, and S. W. Anderson, “Insensitivity to future consequences following damage to human prefrontal cortex,” Cognition, vol. 50, no. 1-3, pp. 7–15, 1994. View at: Publisher Site | Google Scholar

 

  1. Damasio and G. B. Carvalho, “The nature of feelings: evolutionary and neurobiological origins,” Nature Reviews Neuroscience, vol. 14, no. 2, pp. 143–152, 2013. View at: Publisher Site | Google Scholar

 

Bailey, E. (n.d.). How Multisensory Classrooms Help Children with Dyslexia.

 

“Best Child, Career Counselling and Assessment Center in India.” Energiasoi, http://www.energiasoi.com/.

Cherry, Kendra. “Do You Have a Genius IQ Score?” Verywell Mind, 3 Aug. 2020,

 

Bonaz, Bruno et al. “Anti-inflammatory properties of the vagus nerve:  potential therapeutic implications of vagus nerve stimulation.” The Journal of physiology vol. 594,20 (2016): 5781-5790. doi:10.1113/JP271539

 

Bonaz, Bruno, et al. “The Vagus Nerve in the Neuro-Immune Axis: Implications in the Pathology of the Gastrointestinal Tract.” Frontiers in Immunology, vol. 8, 2017, doi:10.3389/fimmu.2017.01452.

 

Brain Imaging Study finds that teaching math anxious students to reframe their anxieties improves their performance. PsyPost (2021). Available at: https://www.psypost.org/2021/05/brain-imaging-study-finds-that-teaching-math-anxious-students-to-reframe-their-anxieties-improves-their-performance-60954. (Accessed: 13th September 2021)

 

Canva, https://www.canva.com/

 

iEarn (2021) http://udltheorypractice.cast.org , Member 200 Harvard Mill Square Suite 210, Wakefield, MA 01880 |         Email: UDLtheorypractice@cast.org

 

 

Cole, Will,  “The Best Supplements for Your Brain According to Leading Functional Medicine Practitioner Dr. Will Cole.” Dr. Leaf, accessed on 1 Feb. 2021, drleaf.com/blogs/news/the-best-supplements-for-your-brain-according-to-leading-functional-medicine-practitioner-dr-will-cole.

 

Cook, T. F. (2018) Nurture Their Nature. WordPress, 2018.

 

“(No Title).” Cynthia Blair Kane, cynthiakane.com/.

 

  1. Hinton and S. Hinton, “Panic disorder, somatization, and the new cross-cultural psychiatry: the seven bodies of a medical anthropology of panic,” Culture, Medicine and Psychiatry, vol. 26, no. 2, pp. 155–178, 2002. View at: Publisher Site | Google Scholar

 

“10 Emotions That Can Be Inherited.” The Body Emotions, 21 Apr. 2020, thebodyemotions.com/10-emotions-that-can-be-inherited/.

 

Favrod, J., Rexhaj, S., Nguyen, A., Cungi, C. & Bonsack, C. Projecting oneself into the future, an intervention for improving pleasure in patients with anhedonia. Anhedonia: A Comprehensive Handbook Volume I 95–104 (2014). doi:10.1007/978-94-017-8591-4_6

 

FeaturedNeuroscience·December 28, 2020, et al. “The Brain Network Driving Changes in Consciousness.” Neuroscience News, 28 Dec. 2020, neurosciencenews.com/consciousness-brain-network-17491/).

 

Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at: https://eric.ed.gov/?id=ED441951.

 

Flotte, L. E.. 1968. The Solar System And A Critical Review Of EINSTEIN’S Theory of Relativity. (TBC Graphics, Inc., 1968).

 

“Fowler Faith Stages.” Encyclopedia of the Sciences of Learning, 2012, pp. 1323–1323., doi:10.1007/978-1-4419-1428-6_2183.

 

Google Image Result for Https://Biologydictionary.net/Wp-Content/Uploads/2020/11/Pons.jpg, images.app.goo.gl/THSvxHLckja1Jk4CA.

 

Have we already solved the mind–body problem? Philosophical Provocations 53–56 doi:10.2307/j.ctt1tg5nqf.13

 

Hebert, Michael, et al. “Why Children With Dyslexia Struggle With Writing and How to Help Them.” Language, Speech, and Hearing Services in Schools, American Speech-Language-Hearing Association, 24 Oct. 2018.

 

Ho, N. & Sommers, M. Anhedonia: A concept analysis. Archives of psychiatric nursing (2013). Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3664836/. (Accessed: 12th September 2020)

 

Houser, M.C., Tansey, M.G. The gut-brain axis: is intestinal inflammation a silent driver of Parkinson’s disease pathogenesis? npj Parkinson’s Disease 3, 3 (2017). https://doi.org/10.1038/s41531-016-0002-0;

 

Houser, M.C., Tansey, M.G. The gut-brain axis: is intestinal inflammation a silent driver of Parkinson’s disease pathogenesis? npj Parkinson’s Disease 3, 3 (2017). https://doi.org/10.1038/s41531-016-0002-0

 

Kaufman, S.B. “Self-Actualization Tests.” Scott Barry Kaufman, 28 May 2020, https://scottbarrykaufman.com/selfactualizationtests/

 

Leaf, Dr. Caroline. “Cleaning Up Your Mental Mess Chapter One: What Happens When We Don’t Use Our Minds Correctly.” Dr. Leaf, Dr. Leaf, 24 Feb. 2021, drleaf.com/blogs/news/cleaning-up-your-mental-mess-chapter-one.

 

Medium – Get Smarter about What Matters to You., link.medium.com/jNcNxFVMadb.

 

Mollaret, D. An eden of sensations: The five senses in speak, memory. The Five Senses in Nabokov’s Works 89–105 (2020). doi:10.1007/978-3-030-45406-7_6

 

“Montessori Early Childhood Classroom Experience.” Montessori Early Childhood | Montessori Kindergarten Classroom Experience, amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood.

 

 

To read more about Maria Montessori: https://www.psychologytoday.com/us/blog/fully-human/201910/one-the-20th-centurys-greatest-educators

Montessori Methodology- read more here: https://kindredspiritslearning.com/2020/01/27/bite-sized-montessori/

 

Multiple Intelligences — Assessment, literacynet.org/mi/assessment/findyourstrengths.html?fbclid=IwAR0dtcgOLmoPDWvtxFqGR73c5jGkxD3ZtP8Lvcg6LiFLuvyMeOlRAxtc-3k.

 

Murphy, ST &  Zajon RB, 1993.Affect, cognition, and awareness: Affective priming with optimal and suboptimal stimulus exposures. Apa PsycNet. American Psychological Association Available at: https://psycnet.apa.org/record/1993-32157-001. (Accessed: 12th September 2021).

 

Moreau, David. “Short Burst of Exercise Improve Brain Function.” TheScienceBreaker, vol. 04, no. 01, 2018, doi:10.25250/thescbr.brk080

 

Ourangelsguidance. “THE 12 CHAKRA SYSTEM AND TWINFLAME PROCESS.” Our Angels Guidance, 13 Nov. 2016, ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-chakra-system-and-twinflame-process/.

 

Petty, Peter G. “Consciousness.” Journal of Clinical Neuroscience, vol. 3, no. 4, 1996, p. 390., doi:10.1016/s0967-5868(96)90040-5.

 

“Pin on Magic.” Pinterest, pin.it/2hhVUOp.

 

Raybould, H. E. Mechanisms of CCK signaling from gut to brain. Current Opinion in Pharmacology 7, 570–574 (2007).

 

Rzayeva, C. The narrtive literature’s role in the spiritual  development of Schools. Azerbaijan Journal of Educational Studies 261-262, 79–88 (2019).

 

UDL Available at: http://udltheorypractice.cast.org/login. (Accessed: 12th September 2020)

 

Sara Naegele, MSEd and Dechantal Montano. “The Fundamentals of Neuropedagogy.” Brain Blogger The Fundamentals of Neuropedagogy Comments, brainblogger.com/2015/01/25/the-fundamentals-of-neuropedagogy/.

 

Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and Memory Problems?, apple.news/A0bfYT-YLR2u8kRquMsjKRA.

 

“7 Scientifically Proven Benefits of Gratitude.” Psychology Today, Sussex Publishers, 3 Apr. 2015, http://www.psychologytoday.com/us/blog/what-mentally-strong-people-dont-do/201504/7-scientifically-proven-benefits-gratitude.

 

Singleton, Omar, et al. “Change in Brainstem Gray Matter Concentration Following a Mindfulness-Based Intervention Is Correlated with Improvement in Psychological Well-Being.” Frontiers in Human Neuroscience, Frontiers Media S.A., 18 Feb. 2014, www.ncbi.nlm.nih.gov/pmc/articles/PMC3927233/.

 

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].

 

The four parts of mind in yoga – buddhi, manas, ahankara and Chitta. Isha Yoga (2020). Available at: https://isha.sadhguru.org/yoga/yoga-articles-mind-stress/parts-of-mind/.

 

Tyng, C. M., Amin, H. U., Saad, M. N. & Malik, A. S. The influences of emotion on learning and memory. Frontiers in Psychology 8, (2017).

 

Wang, F., Pan, F., Shapiro, L. A. & Huang, J. H. Stress induced neuroplasticity and mental disorders. Neural Plasticity (2017). Available at: https://www.hindawi.com/journals/np/2017/9634501/. (Accessed: 12th September 2021)

 

WebAdminKith. “The De-Stress Method to Help Kids Succeed.” Kids in the House, 2 Aug. 2016, www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed.

 

“What Is Epigenetics? The Answer to the Nature vs. Nurture Debate.” Center on the Developing Child at Harvard University, 30 Oct. 2020, developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-child-development/.

 

  1. S. Lee, W. M. Jung, H. Jang, S. Kim, S. Y. Chung, and Y. Chae, “The dynamic relationship between emotional and physical states: an observational study of personal health records,” Neuropsychiatric Disease and Treatment, vol. 13, pp. 411–419, 2017. View at: Google Scholar

 

Zerfas, Kimberly, and Tamara Sheesley Balis. “Montessori Mastery: A Learning Process for Life.” Greenspring Montessori School, 8 Feb. 2019, greenspringmontessori.org/montessori-mastery-a-learning-process-for-life/.

Check out: https://lnkd.in/dYeVGEn #growthmindset #apathy #neuropedagogy motivation #growth #mindset #learningdifficulties  #inspiration #Montessori #love #selflove #entrepreneur #selfcare #motivationalquotes #goals #positivevibes #personalgrowth #personaldevelopment #positivity #dyslexia #mentalhealth #life #mindfulness #quotes #nature #growthmindset #apathy #neuropedagogy motivation #growth #mindset #learningdifficulties  #inspiration #Montessori #love #selflove #entrepreneur #selfcare #motivationalquotes #goals #positivevibes #personalgrowth #personaldevelopment #positivity #dyslexia #mentalhealth #life #mindfulness #quotes

 

DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited from disclosing, copying, distributing or using any of this information. If you received this communication in error, please contact the sender immediately and destroy the material in its entirety, whether electronic or hard copy. This evaluation, program, and suggestions are not to be substituted for professional Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor. Tricia Cook, MEd, RSP, AOG, Online Dyslexia Tutor, Author

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My Elbert: Iron Cleeting

The Fractalkine/CX3CR1 System Regulates β Cell Function and Insulin Secretion

2 – Retrieved from https://www.cell.com/fulltext/S0092-8674(13)00287-0

Neuroimmune Reactions, Mental Heath & Neurodegenerative Disorders

Metal-based Toxicity

 

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/2904https://www.medicalnewstoday.com/articles/260649#linkhttps://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 unit—a  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.

 

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”

 

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/].

 

One category of signaling cascade includes receptors to receive  signals, kinases (serine/threonine/tyrosine) that phosphorylate  proteins, adaptor proteins that bring kinases and substrates together,  and transcription factors that alter gene expression as a response to  stimuli.  Other signaling cascades depend on hormone signaling and their cognate receptors that function as transcriptional regulators. The pathways described here are a small example of how inter- and  intracellular signaling is important for development of an organism,  sustaining cellular homeostasis, and how aberrations in these pathways  can lead to disease. [Retrieved from https://www.sciencedirect.com/science/article/pii/B9780128179277000090].

 

Note: 15- PCSK6 Chromosome This gene encodes a member of the subtilisin-like proprotein convertase  family, which includes proteases that process protein and peptide  precursors trafficking through regulated or constitutive branches of the  secretory pathway. The encoded protein undergoes an initial  autocatalytic processing event in the ER to generate a heterodimer which  exits the ER and sorts to the trans-Golgi network where a second  autocatalytic event takes place and the catalytic activity is acquired.  The encoded protease is constitutively secreted into the extracellular  matrix and expressed in many tissues, including neuroendocrine, liver,  gut, and brain (see Thymus, Brain & Testes). This gene encodes one of the seven basic amino  acid-specific members which cleave their substrates at single or paired  basic residues. Some of its substrates include transforming growth  factor beta related proteins, proalbumin, and von Willebrand factor.  This gene is thought to play a role in tumor progression and left-right  patterning.

 

Likewise, 7- RELN This gene encodes a large secreted extracellular matrix protein thought  to control cell-cell interactions critical for cell positioning and  neuronal migration during brain development. This protein may be  involved in schizophrenia, autism, bipolar disorder, major depression  and in migration defects associated with temporal lobe epilepsy.  Mutations of this gene are associated with autosomal recessive  lissencephaly with cerebellar hypoplasia. Two transcript variants  encoding distinct forms have been identified for this gene. Other  transcript variants have been described, but their full-length nature has  not been determined. [Retrieved from https://www.ncbi.nlm.nih.gov/gene/5649].  Note: Cerebellar hypoplasia can sometimes present alongside hypoplasia of the corpus callosum or pons. [Retrieved from https://medlineplus.gov/genetics/condition/pontocerebellar-hypoplasia/].

 

A human with a particularly high measure of SPS is considered to have “hypersensitivity”, or be a highly sensitive person (HSP).[2][3]   See The Theory of Positive Disintegration- those with mental  issues as sick (neurosis, anxiety, etc. see original Dabrowski works for  an extensive list), the theory proposes that it is the very persons who  show those symptoms who have the highest potential for growth and personality development. The strengths of the TPD clearly lie in the  different view it gives of certain mental health symptoms. [Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01291/full?fbclid=IwAR2MAZ7N-rhfJAV5DD2TmefvuDc8QBtOZs1_b9wFYSuh9rIPh9EiVVjUZSE].

GenBank Overview

What is GenBank?

GenBank ® is the NIH genetic sequence database, an annotated collection of all publicly available DNA sequences:

 

-Learning Disabilities: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+learning+disabilities

 

Note: COMT- 22 Catechol-O-methyltransferase catalyzes the transfer of a methyl group  from S-adenosylmethionine to catecholamines, including the  neurotransmitters’ dopamine, epinephrine, and norepinephrine.  Furthermore, Catechol-O-methyltransferase (COMT-22), an enzyme that is involved in the degradation of catecholamine neurotransmitters  (e.g., dopamine, epinephrine, and norepinephrine), can affect executive  functions involved in cognitive flexibility, impulse control, abstract  thought, and the ability to follow instructions (1, 2, 3) -(COMT-22 also in addictions and ADHD below).

 

Note: 17- lNF1 provided by HGNC gene product appears to function as a negative regulator of the RAS signal transduction of the pathways that control such processes as actin cytoskeleton integrity, cell  proliferation, cell differentiation, cell adhesion, apoptosis, and cell  migration (Read About RAS and Cerebral Cortex  BELOW). The cytoskeleton provides structural integrity and determines localization of proteins and organelles throughout the cell [aka cell health]. The cytoskeleton is a structure that helps cells maintain their shape and internal organization, and it also provides mechanical support that enables cells to carry (see 7 under learning disabilites, gifted and talented and 2e & cell health below) out essential functions like division and movement [Retrieved from https://www.cell.com/neuron/pdf/S0896-6273%2812%2901034-3.pdf; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3728923/].

 

Can we turn off this production with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

 

-Dyslexia: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapiens+dyslexia+susceptibility+1

 

Note: 15- DNAAF4 provided by HGNC  gene encodes a tetratricopeptide [The tetratricopeptide repeat (TPR) is a structural motif.  It consists of a degenerate 34 amino acid tandem repeat identified in a  wide variety of proteins] repeat domain-containing protein.  The encoded protein interacts with estrogen receptors and the heat shock  proteins, Hsp70 and Hsp90. An homologous protein in rat has been shown  to function in neuronal migration in the developing neocortex [read more below]. A  chromosomal translocation involving this gene is associated with a  susceptibility to developmental dyslexia. Mutations in this gene are associated with deficits in reading and spelling.

 

Note:  6- KIAA0319 provided by HGNC  gene for kidney disease (PKD) domains. The encoded protein may play a role in the development of the cerebral cortex by regulating neuronal migration and cell adhesion. Single nucleotide polymorphisms in this gene are associated with dyslexia. (see the Thymus-  It plays a role in immunity, autoimmunity,  and aging. This gene encodes a doublecortin domain-containing family member. The  doublecortin domain has been demonstrated to bind tubulin and enhance  microtubule polymerization. This family member is thought to function in  neuronal migration where it may affect the signaling of primary cilia.  Mutations in this gene have been associated with reading disability (RD)  type 2, also referred to as developmental dyslexia.  6-DCDC2 This gene encodes a doublecortin domain-containing family member. The  doublecortin domain has been demonstrated to bind tubulin and enhance  microtubule polymerization. This family member is thought to function in  neuronal migration, where it may affect the signaling of primary cilia.  Mutations in this gene have been associated with reading disability (RD)  type 2, also referred to as developmental dyslexia.

 

Can we turn off developmental dyslexia with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

 

-Autism: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+autism

 

Note: 7- AUTS2 provided by HGNC gene has been implicated in neurodevelopment and as a candidate  gene for numerous neurological disorders, including autism spectrum  disorders, intellectual disability, and developmental delay. Mutations  in this gene have also been associated with non-neurological disorders,  such as acute lymphoblastic leukemia, aging of the skin, early-onset  androgenetic alopecia, and certain cancers [see thymus below].  7-also in high levels (chemical base in DNA such as thymine) in mammalian postmitotic central nervous system neurons, functions in diverse processes such as synaptic plasticity and neuronal migration through phosphorylation of proteins required for cytoskeletal organization, endocytosis and exocytosis, and apoptosis.

 

16- HP restricted to liver. This gene encodes a preproprotein, which is processed to yield both  alpha and beta chains, which subsequently combine as a tetramer to  produce haptoglobin. Haptoglobin functions to bind free plasma  hemoglobin, which allows degradative enzymes to gain access to the  hemoglobin, while at the same time preventing loss of iron through the  kidneys and protecting the kidneys from damage by hemoglobin. Mutations  in this gene and/or its regulatory regions cause ahaptoglobinemia or  hypohaptoglobinemia. This gene has also been linked to diabetic  nephropathy, the incidence of coronary artery disease in type 1  diabetes, Crohn’s disease, inflammatory disease behavior, primary  sclerosing cholangitis, susceptibility to idiopathic Parkinson’s  disease, and a reduced incidence of Plasmodium falciparum malaria. The  protein encoded also exhibits antimicrobial activity against bacteria. A  similar duplicated gene is located next to this gene on chromosome 16.  Multiple transcript variants encoding different isoforms have been found  for this gene.

 

Note: In a 2018 study, They found that greater  changes in gene expression in the upper layers 2/3 neurons and microglia  predicted worse behavioral deficits. These results lend support to  previous research suggesting that changes in neurons, as well as  non-neuronal cells such as microglia, may be involved in autism. (Retrieved from https://www.autismbrainnet.org/2019/07/10/single-cell-study-identifies-brain-cell-types-linked-to-autism/) Note:

Can we turn off immense anger/hatred and shame/grief with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

 

Schizophrenia  & Psychological Disorders

 

-11 DRD2 This gene encodes the D2 subtype of the dopamine receptor. This  G-protein coupled receptor inhibits adenylyl cyclase activity. A  missense mutation in this gene causes myoclonus dystonia; other  mutations have been associated with schizophrenia. Alternative splicing  of this gene results in two transcript variants encoding different  isoforms. A third variant has been described, but it has not been  determined whether this form is normal or due to aberrant splicing.

 

Note: Gene Methylation in Specific Brain Regions involves the biological processes associated with neuronal axon  development, intercellular adhesion, and cell morphology changes and,  specifically, in PI3K-Akt, AMPK, and MAPK signaling pathways. AMPK activation has also recently been linked to circadian clock  regulation, which couples daily light and dark cycles to control of  physiology in a wide variety of tissues through tightly coordinated  transcriptional programs84. (see Thymus Below, Testes) (Retrieved from https://www.hindawi.com/journals/bmri/2020/8047146/; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3249400/.)

 

Can we turn off (DOC) Disorders of Conscious with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

 

-Borderline Personality Disorder (BPD) another name Emotionally Intense or Sensitive: https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens

 

Note: Gene 17- This gene encodes an integral membrane protein that transports the  neurotransmitter serotonin from synaptic spaces into presynaptic  neurons. The encoded protein terminates the action of serotonin and  recycles it in a sodium-dependent manner. This protein is a target of  psychomotor stimulants, such as amphetamines and cocaine, and is a  member of the sodium: neurotransmitter symporter family.

 

Note: A polymorphism is when there are two or more possibilities of a trait on a gene. A repeat length  polymorphism in the promoter of this gene has been shown to affect the  rate of serotonin uptake. There have been conflicting results in the  literature about the possible effect, if any, that this polymorphism may play in behavior [learning] and depression. [provided by RefSeq, May 2019] (see Gifted & Talented, 2e w/ Dyslexia). [Retrieved from https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens].

 

Note: Developmental  factors, including problems with emotional attunement [shame] between a  developing child and caregivers, seem to play a role, as do physical or  sexual abuse, or emotional neglect (stems from temperament and trauma, triggered by Events such as Abandonment). [See List Of Characteristics-Retrieved from https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/; https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/?fbclid=IwAR0wDlXw9oH6Dr2Ezvi-w4U5bIFjOACgugstR4KN93cAOPBBbOmKMuNCxno].

 

-Depression: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+depression

 

Note: 6- KIAA0319 provided by HGNC gene encodes a multifunctional proinflammatory cytokine that  belongs to the tumor necrosis factor (TNF) superfamily. This cytokine is mainly secreted by macrophages. It can bind to, and thus functions  through, its receptors TNFRSF1A/TNFR1 and TNFRSF1B/TNFBR. This cytokine  is involved in the regulation of a wide spectrum of biological processes  including cell proliferation, differentiation, apoptosis, lipid  metabolism, and coagulation. This cytokine has been implicated in a  variety of diseases, including autoimmune diseases, insulin resistance,  psoriasis, rheumatoid arthritis ankylosing spondylitis, tuberculosis,  autosomal dominant polycystic kidney disease, and cancer. Mutations in  this gene affect susceptibility to cerebral malaria, septic shock, and  Alzheimer disease [see RAS/pons/thymus, hippocamp and insensitivity and depression below].

 

Can we turn off Neurodevelopmental disorders with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

 

-ADHD: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+adhd

 

Note: COMT-22 Catechol-O-methyltransferase catalyzes the  transfer of a methyl group  from S-adenosylmethionine to catecholamines,  including the  neurotransmitters’ dopamine, epinephrine, and  norepinephrine.  Furthermore, Catechol-O-methyltransferase (COMT-22), an enzyme that is involved in the degradation of catecholamine neurotransmitters  (e.g., dopamine,  epinephrine, and norepinephrine), can affect executive  functions  involved in cognitive flexibility, impulse control, abstract  thought,  and the ability to follow instructions (1, 2, 3)-(COMT-22 also in addictions and learning disabilities).

 

Note: a number of genes associated with ADHD, which has a heritability of 71-90%, are also linked to dopamine transporter dysfunction (3). Dopamine imbalance has also been implicated in other conditions,  including autism spectrum disorder, Tourette’s syndrome, and dyspraxia. [Retrieved from https://www.psychologytoday.com/gb/blog/pathways-progress/202108/is-there-link-between-neurodiversity-and-mental-health].

 

Note: 11- DRD2 provided by HGNC  neuronal survival gene in the adult brain; Alzheimer’s, Parkinson’s, and Huntington’s; stress response and in the biology of mood disorders.

 

The CDC reports  that as of 2016, almost 10% of children were estimated to have ADHD,  with boys twice as likely to be diagnosed than girls. [Retrieved from https://www.psychologytoday.com/gb/blog/psychiatry-the-people/202110/how-mindfulness-tunes-function-in-4-key-adhd-brain-circuits].

 

Note: No one knows exactly what causes a person to have ADHD, but some  researchers have looked at a neurotransmitter called dopamine as a  possible contributor to ADHD. Dopamine allows us to regulate emotional  responses and take action to achieve specific rewards. It’s responsible  for feelings of pleasure and reward. Dopamine (DA) is a key brain neurotransmitter that contributes to  control of different functions, such as cognition, motivation and  rewards, as well as locomotion [1–3]. Alterations in dopaminergic function represent a hallmark in numerous mental diseases, including schizophrenia. [Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00034/full]

 

The anterior insular cortex is a region of the brain that plays a  critical role in motivation. A set of neurons that activate a gene  called Fezf2(Fezf2 neurons) in this area are active  when mice are doing both physical and cognitive tasks. Li and his lab  hypothesized that these neurons do not affect the mouse’s ability to do  the task; rather, the brain cells influence the mouse’s motivational  drive. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/fezf2-motivation-19778/amp/?fbclid=IwAR0CEbUqdyGzTxr38GPai6p_G2nyBMFTiEnnYg2ZoGr4TOk-lg3fiSJ-wqU].

 

Another study found, dopaminergic pathways, [enables several species] to coordinate influence both ongoing and future behavior. [Retrieved from https://neurosciencenews.com/dopamines-motivation-learning-19564/?fbclid=IwAR10PI7VmMbVQNrKEEZUzm3AvcUIR4MkDp2ZCk481aLbDU6Him4cxK2gitM].

 

Note: brain, adrenal, thyroid below

Focus…on Healing

What are mitochondria?

Mitochondria are  compartmentalized, dual-membrane organelles that are responsible for  most energy production in the cell. Mitochondria contain their own DNA  and ribosomes (RNA).  Their primary function is to convert energy from glucose into ATP via oxidative phosphorylation. Mitochondria also play an  important role in the cellular stress response through processes such as  autophagy, apoptosis, and hypoxia. Mitochondrial dysfunction is implicated in many human diseases including cancer, metabolic syndrome  & neurodegenerative disorders, ex. Alzheimer’s Disease (AD) (Retrieved from https://www.novusbio.com/research-areas/cellular-markers/mitochondrial-markers.html; https://www.frontiersin.org/articles/10.3389/fnmol.2018.00393/full).

 

Mitochondria have been increasing recognized as important players in the  aging process. Most aging related diseases and particularly  neurodegenerative diseases have mitochondrial involvement. Co-activation- brings the neurons to activation and stimulation of mitochondrial production within the cells which  helps build more efficient, proactive neuronal networks and plasticity.  Mitochondria are the principal synergetic energy generators of cells, and neurons are cells that require a lot of energy. People with depression have fewer mitochondria in their neurons and people with untreated depression have lower levels of protein produced by mitochondria. These proteins help maintain optimal energy production as well as structural integrity and optimal numbers of mitochondria. [Retrieved from https://www.mdpi.com/journal/biology/special_issues/Mitochondria; https://neurosciencenews.com/mitochondira-depression-19710/; https://www.frontiersin.org/articles/10.3389/fnins.2018.00386/full].

 

Mitochondrial Toxicity or Corosion- A goal of the Tox21 program is to transit toxicity testing from traditional in vivo models to in vitro assays that assess how chemicals affect cellular responses and toxicity pathways. This comprehensive approach allows for evaluation of thousands of  environmental chemicals for mitochondrial toxicity and identification of  possible MOAs. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4154066/].

 

 

 

Please Note: A new NIH grant will allow Virginia Tech researchers to explore the mechanisms of social memory in the hippocampus. “Impaired social memory is a phenotype of numerous neurological  disorders, ranging from autism spectrum disorder to schizophrenia and  Alzheimer’s disease,” Farris said. “By unraveling the molecular nuances  underlying healthy memory storage, we aim to pinpoint a host of  potential interventional targets for neurodevelopmental, neurocognitive  and neurodegenerative disease. She [Farris] hypothesizes that these unusual mitochondrial characteristics may be  influencing this brain region’s plasticity – or ability to rapidly  modify synapses, neurochemical portals that mediate communication  between neurons.” [Retrieved from https://neurosciencenews.com/mitochondria-social-memory-19623/].

Ribosomal  RNA is the predominant form of RNA found in most cells; it makes up  about 80% of cellular RNA despite never being translated into proteins  itself. Ribosomes are composed of approximately 60% rRNA and 40%  ribosomal proteins by mass. [Retrieved from https://en.wikipedia.org/wiki/Ribosomal_RNA]

 

What is Proteomics?

Proteomics is the large-scale study of proteomes.  A proteome is a set of proteins produced in an organism, system, or  biological context. … Proteomics is used to investigate: when and  where proteins are expressed also the rates of protein production, degradation,  and steady-state abundance.

 

Think about mitochondria and cell health? Also, on a cellular level, think about the Epigenetics Modulators?

3 – Retrieved fom https://www.researchgate.net/figure/a-The-three-main-components-of-the-cytoskeleton-actin-microtubules-and-intermediate_fig2_345153653

Epigenetic modulators thus serve to transduce signals from environmental agents, injury, inflammation, aging  and other cellular stressors towards modifiers to alter the chromatin states of tumor suppressors or oncogenes and to promote epigenetic flexibility and the acquisition of stem-like features early during:

  • Epigenetic mechanisms form a layer of control within a cell that regulates gene expression and silencing. …
  • Three different epigenetic mechanisms have been identified: DNA methylation,  histone modification, and non-coding RNA (ncRNA)-associated gene  silencing (“turning off dyslexia”).

“Cells are continuously dying in our body due to infections, cell turnover, developmental processes, and other extrinsic stress…”: In these chromosomes…most present in neurodiversity; we are needing to examine cell health (avoid cytotoxicity) such as:

17  (cell gene– lNF1 provided by HGNC also ACTL6A ) Remember- meaning- knowledge (RAS- see also 11 below/ARAS-Thymus), Engagement with the learning task

22 (connection gene– COMT 22 provided by HGNC ) Recall- motivation- wisdom (Pons), Strategies to process that information

11 (neuronal survival cell gene– DRD2 provided by HGNC ) Recognize- meaning & motivation-understanding (see 17 also ARAS//Thymus/Testes), Recognition of the information to be learned

 

 

Intercellular Interactions For Gene Expression

Signalling pathways include the network of biomolecules that serve to transmit  signals and induce cellular responses. Post-translational modification  of proteins is the most common way signals are propagated. See thymus discussion below, to learn more about the intercellular signalling pathways that has become a common analysis performed across diverse disciplines. (Retrieved from Cell death: From its Induction to the Removal of Dying Cells! https://www.frontiersin.org/research-topics/27626; https://www.ncbi.nlm.nih.gov/books/NBK532999/; https://www.nature.com/articles/s41576-020-00292-x].

 

“Moreover, numerical and functional deficiencies and phenotypic alterations of CD56+ immune cells have been reported in patients with various infectious, autoimmune or malignant diseases (Table 1).” [Retrieved from https://www.frontiersin.org/articles/10.3389/fimmu.2017.00892/full].

 

Cellular Senescence in Learning Disabilities and Neurodegenerative Disorders

Although several factors can induce senescence, DNA damage, oxidative  stress, neuroinflammation, and altered proteostasis have been shown to  play a role in its onset.  (Retrieved from Cellular Senescence in Neurodegenerative Diseases https://www.frontiersin.org/article/10.3389/fncel.2020.00016; https://downloads.hindawi.com/journals/omcl/2017/7280690.pdf; https://www.sciencedaily.com/releases/2020/01/200129174540.htm).

 

A slew of 17 studies reveals the first comprehensive list of all cell types in the primary motor complex,  offering “a starting point for tracing cellular networks to understand  how they control our body and mind and how they are disrupted in mental  and physical disorders,” reports ScienceDaily. From the report:    The 17 studies, appearing online Oct. 6 in the journal Nature,  are the result of five years of work by a huge consortium of  researchers supported by the National Institutes of Health’s Brain  Research Through Advancing Innovative Neurotechnologies (BRAIN)  Initiative to identify the myriad of different cell types in one portion  of the brain. It is the first step in a long-term project to generate  an atlas of the entire brain to help understand how the neural networks  in our head control our body and mind and how they are disrupted in  cases of mental and physical problems. While researchers have discovered numerous cell types in the brain, this  atlas of all cell types in one area — the primary

— is  the first comprehensive list and a starting point for tracing cellular  networks to understand how they control our body and mind and how they  are disrupted in mental and physical disorders. (Retrieved from https://science.slashdot.org/story/21/10/08/223218/neuroscientists-roll-out-first-comprehensive-atlas-of-brain-cells; https://www.nature.com/articles/s41586-021-03950-0).

 

Three Potential Mechanisms of Transcranial Photobiomodulation (tPBM):

First, by direct stimulation, where photobiomodulation is applied directly on the distressed neurons themselves, activates mitochondrial function that then increases both adenosine triphosphate energy and the expression of stimulatory and/or protective genes.

Second, by indirect stimulation, where photobiomodulation triggers recruitment of a “middle man”, such as cells of the immune and/or stem cell systems. These activated cells may swarm to the region of distressed neurons and helps them survive and function, by potentially increasing the expression of anti-inflammatory cytokines while decreasing the pro-inflammatory ones.

Third, rather than acting on the distressed neurons through either a direct or indirect stimulation as described above, photobiomodulation may act on other brain regions, for example motor cortex, that then stimulate the neural networks that underpin the behavioural improvements. [Retrieved from https://www.nrronline.org/article.asp?issn=1673-5374;year=2018;volume=13;issue=10;spage=1738;epage=1740;aulast=Hamilton].

 

  1. *10- Thymus, see brain and testes association HERE. TBATA provided by HGNC gene encodes a protein that regulates thymic epithelial cell proliferation and thymus size. It has been identified as a ligand for  the class I human leukocyte antigen (HLA-I) in thymus. Studies of the orthologous mouse protein suggest that it may also play a role in  spermatid differentiation, as well as in neuronal morphogenesis [a class of large neurons present in the peripheral nervous system below] and synaptic plasticity. As well, the energy cycles which are known as circadian rhythms, which were popularized by  Nobel Prize-winning researchers Jeffrey Hall, Michael Rosbash, and  Michael Young. They highlighted that every cell in the body is set to  follow this biological clock which determines your sleep, appetite,  hormone releases, and energy levels. Polymorphisms in this gene are associated with  susceptibility for multiple sclerosis (MS). Alternative splicing results  in multiple transcript variants (see Thymus below). “The circadian rhythm of about 24 hours is a fundamental physiological function observed in almost all organisms, from prokaryotes to humans. Identification of clock genes has allowed us to study the molecular bases for circadian behaviors and temporal physiological processes such as hormonal secretion, and has prompted the idea that molecular clocks reside not only in a central pacemaker, the suprachiasmatic nuclei (SCN) of hypothalamus in mammals, but also in peripheral tissues, even in immortalized cells.” Furthermore …(See RAS, Pons, Thymus  below, and see brain and testes association HERE-Retrieved from Thymus Function and Aging: A Focus on Thymic Epithelial Cells https://www.frontiersin.org/research-topics/24158 https://pubmed.ncbi.nlm.nih.gov/15834108/; https://link.springer.com/article/10.1186/1471-2199-5-18).

‘A man’s mind plans his way [as he journeys through life], But the Lord directs his steps and establishes them [anchor or standby]. ‘  Proverbs 16:9 AMP

An autoimmune disease is a condition that affects your hormones and immune system which mistakenly attacks your body.  The immune system normally guards against germs like bacteria and  viruses. When it senses these foreign invaders, it sends out an army of  fighter cells to attack them. There are more than 100 autoimmune diseases,  including conditions such as celiac disease, type 1 diabetes, and  psoriasis. These occur when the immune system mistakenly attacks parts  of the human body. This statistic comes from the American Autoimmune  Related Diseases Association. [Retrieved from https://www.medicalnewstoday.com/articles/list-of-autoimmune-diseases].

The vitamin D Receptor and T cell function

4 – Retrieved from https://upload.wikimedia.org/wikipedia/commons/7/7c/Renin-angiotensin_system_in_man_sh adow.svg

Where is the vitamin D receptor?

 

In humans, the vitamin D receptor is encoded by the VDR gene located on chromosome 12q13. 11.  Like the iNKT cells, there are also fewer CD8αα/TCRαβ precursors in the thymus of VDR-KO animals. Moreover, to complete development CD8αα/TCRαβ  cells must travel from the thymus to the gastrointestinal tract where  IL-15 induces proliferation and upregulation of CD8αα. Due to decreased  levels of IL-15 receptor expression VDR-KO CD8αα/TCRαβ cells proliferate  poorly, resulting in a diminished mature CD8αα/TCRαβ population in the  VDR-KO gut (Yu et al., 2008; Bruce and Cantorna, 2011; Ooi et al., 2012).  These data illustrate that in contrast to conventional T cells, VDR  expression is mandatory for development of both iNKT cells and  CD8αα/TCRαβ T cells. VDR is expressed in most tissues of the body, and regulates  transcription of  about 900 genes involved in intestinal and renal transport of  calcium and other minerals.  In a study by Patel et al. (1995)  plasma toxins from uremic patients was shown to bind to the patient’s  VDR, thereby disrupting binding of VDR-RXR to DNA resulting in a  diminished VDR response. It so appears that post-translational  modifications of VDR adjust VDR activity in both health and disease. [Retrieved from https://www.frontiersin.org/articles/10.3389/fimmu.2013.00148/full].

 

Note: In humans, the vitamin D receptor is encoded by the VDR gene located on chromosome 12q13. 11.   VDR is expressed in most tissues of the body, and regulates   transcription of genes involved in intestinal and renal transport of  calcium and other minerals (See asc, adhd, epilipsry and schzophrinia & Chromosome 12 above).

 

Similarly,  early last year, researchers from institutes in Germany and Greece  reported a mechanism in the brain’s outer cortical cells that produces a  novel ‘graded’ signal all on its own, one that could provide individual  neurons with another way to carry out their logical functions. By  measuring the electrical activity in sections of tissue removed during  surgery on epileptic patients and analyzing their structure using  fluorescent microscopy, the neurologists found individual cells in the  cortex used not just the usual sodium ions to ‘fire’, but calcium as  well. [Retrieved from https://www.sciencealert.com/a-never-before-seen-type-of-signal-has-been-detected-in-the-human-brain?fbclid=IwAR3sZiK3xsrIVnHirG-RjcIKY9NW5czdUk3iPK8dURZnz-qXaKsXJwE6sDs].

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

5 – Elements of the figure were generated using Biorender.com.

Endogenous regeneration in the brain is the ability of cells to engage in the repair  and regeneration process. … Another benefit that can be achieved by  using endogenous regeneration could be avoiding an immune response from  the host. There are therapeutic approaches for boosting thymus function. Likewise, the causes age-related thymic involution have been suggested along with several possible mechanisms identified including blockages of T-cell receptor gene rearrangement, decreased self-peptide MHC molecules, and depletion of T-cell progenitors [Retrieved from  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4837659/; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2750859/;

979-020-0173-8].

 

Note: In the brain, hormones alter or change the production of gene products  that participate in synaptic neurotransmission as well as affect the structure of brain cells. As a result, the circuitry of the brain and  its capacity for neurotransmission.  I give natural and holistic ways to improve your thymic hormone function and cell-mediated immunity… “Although epigenetic modulators that control effector status in Th17 cells have been identified 15, 21, the TF regulators that globally program the capacity of CD4+ T cells to dynamically control their functional identity in response to changing contexts are mostly undefined.”  Retrieved from cell gene and https://www.pnas.org/content/115/8/1883 (see HPA & Pineal Body, Pituitary & Adrenal Glands below).

 

Supplementation with these nutrients has been shown to improve thymic  hormone function and cell-mediated immunity such as…Zinc,  vitamin B6, and vitamin C are perhaps the most critical.  Zinc may be the critical  mineral involved in thymus gland function and thymus hormone action. Hematite worn around the neck brings balance to both the etheric body and the  physical body. Due to its magnetic nature and our ying-yang  energies, it’s nature is to bring us back to equilibrium. Plus, Note: I go much deeper than supplements like neurometric education (read below) to avoid early thymic involution and/or dysfunction, imbalance, etc. ….   (Retrieved from https://www.frontiersin.org/articles/10.3389/fimmu.2020.01745/full; https://www.frontiersin.org/research-topics/11340/new-insights-into-thymic-functions-during-stress-aging-and-in-disease-settings).

 

*ACE- (aka Anger Enzyme) Angiotensin-converting enzyme (EC 3.4.15.1),  is a central component of the renin–angiotensin system (ras), which controls blood pressure by regulating the volume of fluids in the body (See Gut-brain axis and Neurotoxicity).  Corticotropin-releasing hormone (see hypothalamus below)- Stress induces  the hypothalamic production and release of CRH, which then causes the  activation of the CRH receptor (CRHR) type 1 (CRHR-1) in the anterior  pituitary (see HPA below) to stimulate ACTH release, as well as proopiomelanocortin  (POMC) expression and processing. Rationale: The corticotropin-releasing hormone (CRH) stimulation test has been used as a diagnostic test in both adrenal insufficiency and Cushing syndrome. Glucocorticoids are essential steroid hormones secreted from the adrenal gland in response to stress. (Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1819560/; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1819560/; https://www.frontiersin.org/research-topics/7323/involvement-of-neuro-immune-mechanism-and-brain-gut-axis-in-pathophysiology-of-mood-disorders#articles).

 

A growing body of evidence suggests that chronic anger can take a daily toll  on your cardiovascular health and immune system. Letting go of the  bitterness you feel toward another person can lower your anxiety, which directly impacts both your mental and physical health. Basically, feeling bad is bad for you—especially if those feelings are due to bitter or traumatic memories that frequently come to mind unbidden. [Retrieved from https://getpocket.com/explore/item/forgiving-people-is-good-for-your-health-here-s-how-to-do-it?utm_source=pocket-newtab]. Note: If something confounds you, as well could make someone angry, it makes you feel surprised and confused, often because it does not meet your predefined expectations (perceptions).

My Elbert: THE GIFT OF DYSLEXIA & OTHER LEARNING DIFFERENCES

THE GIFT OF DYSLEXIA & OTHER LEARNING DIFFERENCES

There’s a lot to be said for Maria Montessori’s observations of trusting the universe along with ‘the child’. If we love and trust our children, this becomes their inner thoughts, ideas, and perspectives. When they trust their own brain [and heart], they can experience the “gifts of dyslexia” and learn anything the way they learn best.

People with dyslexia have a sound and language processing problems. They will struggle to connect letters to sounds and, mainly problems identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing problems struggle to understand visual information such as letters, shapes, or objects and, mainly problems processing graphic symbols. Related to the absorption and processing of sounds [sounds especially can be omitted from words by the student], students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sound confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal and reversal are more common in students with a visual processing problem-have them remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just right” [trust your brain-you are smart, you can do it, and you are love].

People with dyslexia also have a high coexistence of ADHD (3 types). People with ADHD and Dyslexia have difficulty processing the  basic sounds of language (phonemes) and graphic symbols causing fluency struggles. They “stumble over words” due to reading and processing too fast/slow; mainly, in the beginning-ending of word, sentence, paragraph, passagerest of the time not too fast/slow sometimes it’s “just right” (I call this “varied reading rate”). If varied prosody, reading rate, and expression/intonation objective aren’t met and they still don’t seem to comprehend; mainly, in the beginning-ending of paragraph, passage, etc. have them remember: if it sounds or looks too fast or slow, or robotic, then adjust your prosody and reading rate by rereading so it will be “just right” [trust your brain- you are smart, you can do it, and you are love].

Both, people with just dyslexia and dyslexia along with ADHD are notoriously known for “guessing at words” and stories meaning despite having average/high IQ due to the dyslexia and ADHD tendencies! They both are having natural universal emotions of learning (such as anger, shame which need to be replace with strength and empathy, as well as, remembering calm). The tendencies change according to the reading, hour day, week, etc.. Also, the tendencies way heavily on if they are sick, hungry, tired, or stressed. Reading can make them feel ill with headaches, stomach aches/knots, tight shoulders/neck and even dizzy.

People with dyslexia, can also be neurodivergent (think differently and view the world with a different lens). Also, seeking out endeavors of creative, imaginative, visual, artistic, and visionary skills while taking on inventing, and innovating pursuits. Lastly, excelling at thinking of “outside the box” solutions, seeing a problem from many different sides (average/higher IQ), and strong spatial relationships along with the ability to think in three dimensions.

 

My Story

Those that read my story and struggle with learning need to remember the story of Brunette-locks and the Three Doors know what they are and how they are made is “Just Right” and as God had planned!

 

In this story, Nettie Fermeracle discovers the veil of being imperfect was her ego’s illusion. She experienced the heartache and troubling mind of having a learning difference. Yet, she finds courage and compassion that she needed to when the last door was opened; she gladly accepted the loving invitation of salvation.

Nettie, the girl in my story, is myself…Patricia Flotte Cook. I am not simple nor slow but rather complex and SAVED- thanks to these life lessons, experiences, and trauma including all the antagonist involved; Thanks to God, my protagonist. I just won’t define by my dyslexia and ADHD [undiagnosed Twice Exceptionality] nor as a Southern-Christian lady, Teacher/Tutor, Educational Consultant, and Mom/Wife; I concentrate in serving others through Him by mainly using my gifts of dyslexia which are “getting the whole picture” which includes deep and holistic, list-form thinking, problem-solving, building/constructing abilities, computer skills, gaming strategies, and emotional/intellectual sensitivities.

 

https://atomic-temporary-173470897.wpcomstaging.com/my-story/#.Ych64FlMGic

Written by -Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor

Humbled by His Faith for to Conquer Pride by: ‘Do not be afraid and anxious, little flock, for it is your Father’s good pleasure to give you the kingdom. But [strive for and actively] seek His kingdom, and these things will be given to you as well. ‘ Luke 12:31-32

To learn more: https://sway.office.com/FP5HpTc6qPsIEcsH?ref=Link

Dedicated To: God, my friend and honorable

brother who has saved so many lives,

thanks…Ted, and to the rest of my family

and friends whom love and support me

always!!

My Elbert: Gene 17 & Emotional Attunement

Most people are unaware of the connection between dyslexia and ADD or ADHD. It has been estimated that between 30 – 60% of kids with dyslexia also have either ADD or ADHD.

“Challenges with processing emotions start in the brain itself. Sometimes the working memory impairments of ADHD allow a momentary emotion to become too strong, flooding the brain with one intense emotion.” Thomas Brown, Ph.D.

Brain imaging studies demonstrate that chemicals that activate reward-recognizing circuits in the brain tend to bind on significantly fewer receptor sites in people with ADHD than do those in a comparison group. People with ADHD are less able to anticipate pleasure or register satisfaction with tasks for which the payoff is delayed.

Few doctors factor in emotional challenges when making an ADHD diagnosis. In fact, current diagnostic criteria for ADHD include no mention of “problems with emotions.” At other times, working memory impairments leave the person with insufficient sensitivity to the importance of a particular emotion because he or she hasn’t kept other relevant information in mind. Challenges with emotions start in the brain itself. Sometimes the working memory impairments of ADHD allow a momentary emotion to become too strong, flooding the brain with one intense emotion [emotional intensity or insensitivity]. At other times, the person with ADHD seems insensitive or unaware of the emotions of others. Brain connectivity networks carrying information related to emotion seem to be somewhat more limited in individuals with ADHD.

The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD) [Retrieved from https://www.nagc.org/resources-publications/resources-parents/twice-exceptional-students].

Gifted & Talented Plus 2e

Emotional Intensity (see pons above and insensitive below)- It is characterized by heightened and intense feelings, a constant stream of both positive and negative feelings – pain, distress, despair, fear, excitement, love, sadness or happiness – sometimes a mixture of many at the same time; For my program, it’s mainly: anger, shame, happiness (joy), grief, courage (might), and harmony!

Emotional OE is often the first to be noticed by parents. It is reflected in heightened, intense feelings, extremes of complex emotions, identification with others’ feelings, and strong affective expression (Piechowski, 1991). Other manifestations include physical responses like stomachaches and blushing or concern with death and depression (Piechowski, 1979).

Emotionally overexcitable people have a remarkable capacity for deep relationships; they show strong emotional attachments to people, places, and things (Dabrowski & Piechowski, 1977). They have compassion, empathy, and sensitivity in relation-ships. Those with strong Emotional OE are acutely aware of their own feelings, of how they are growing and changing, and often carry on inner dialogs and practice self-judgment (Piechowski, 1979, 1991). Children high in Emotional OE‚ are often accused of “overreacting.” Their compassion and concern for others, their focus on relationships, and the intensity of their feelings may interfere with everyday tasks like homework or doing the dishes. [Retrieved from https://www.sengifted.org/post/overexcitability-and-the-gifted].

Also- Dabrowski identified five areas of intensity-Psychomotor, Sensual, Intellectual, Imaginational, and Emotional– please think of hyper-, hypo- and varied thymus as it relates to being balanced, regulated, calm and homeostasis can happen!!

[Retrieved from https://www.additudemag.com/slideshows/adhd-emotions-understanding-intense-feelings/?fbclid=IwAR36CfF-zFbUxbeyZxuR8gmlYKITe2qRhI-xvSiFXIPGO1XxPGq_cau_mWU; https://homeschoolingwithdyslexia.com/dyslexia-and-add/].

GENE 17 & Others

-Borderline Personality Disorder (BPD) another name Emotionally Intense or Sensitive: https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens

Note: Gene 17- This gene encodes an integral membrane protein that transports the neurotransmitter serotonin from synaptic spaces into presynaptic neurons. The encoded protein terminates the action of serotonin and recycles it in a sodium-dependent manner. This protein is a target of psychomotor stimulants, such as amphetamines and cocaine, and is a member of the sodium: neurotransmitter symporter family.

Note: A polymorphism is when there are two or more possibilities of a trait on a gene. A repeat length polymorphism in the promoter of this gene has been shown to affect the rate of serotonin uptake. There have been conflicting results in the literature about the possible effect, if any, that this polymorphism may play in behavior [learning] and depression. [provided by RefSeq, May 2019] (see Dyslexia). [Retrieved from https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens].

Note: Developmental factors, including problems with emotional attunement [shame] between a developing child and caregivers, seem to play a role, as do physical or sexual abuse, or emotional neglect (stems from temperament and trauma, triggered by Events such as Abandonment). [See List Of Characteristics-Retrieved from https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/; https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/?fbclid=IwAR0wDlXw9oH6Dr2Ezvi-w4U5bIFjOACgugstR4KN93cAOPBBbOmKMuNCxno].

-Depression: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+depression

Note: 6- KIAA0319 provided by HGNC gene encodes a multifunctional proinflammatory cytokine that belongs to the tumor necrosis factor (TNF) superfamily. This cytokine is mainly secreted by macrophages. It can bind to, and thus functions through, its receptors TNFRSF1A/TNFR1 and TNFRSF1B/TNFBR. This cytokine is involved in the regulation of a wide spectrum of biological processes including cell proliferation, differentiation, apoptosis, lipid metabolism, and coagulation. This cytokine has been implicated in a variety of diseases, including autoimmune diseases, insulin resistance, psoriasis, rheumatoid arthritis ankylosing spondylitis, tuberculosis, autosomal dominant polycystic kidney disease, and cancer. Mutations in this gene affect susceptibility to cerebral malaria, septic shock, and Alzheimer disease [see RAS/pons/thymus, hippocamp and insensitivity and depression below].

Can we turn off Neurodevelopmental disorders with Epigenetics?? Holistic, Alternative, Natural means? I say…YES

-ADHD: https://www.ncbi.nlm.nih.gov/gene/?term=Homo+sapies+adhd

Note: COMT-22 Catechol-O-methyltransferase catalyzes the transfer of a methyl group from S-adenosylmethionine to catecholamines, including the neurotransmitters’ dopamine, epinephrine, and norepinephrine. Furthermore, Catechol-O-methyltransferase (COMT-22), an enzyme that is involved in the degradation of catecholamine neurotransmitters (e.g., dopamine, epinephrine, and norepinephrine), can affect executive functions involved in cognitive flexibility, impulse control, abstract thought, and the ability to follow instructions (1, 2, 3)-(COMT-22 also in addictions and learning disabilities).

Note: a number of genes associated with ADHD, which has a heritability of 71-90%, are also linked to dopamine transporter dysfunction (3). Dopamine imbalance has also been implicated in other conditions, including autism spectrum disorder, Tourette’s syndrome, and dyspraxia. [Retrieved from https://www.psychologytoday.com/gb/blog/pathways-progress/202108/is-there-link-between-neurodiversity-and-mental-health].

Note: 11– DRD2 provided by HGNC neuronal survival gene in the adult brain; Alzheimer’s, Parkinson’s, and Huntington’s; stress response and in the biology of mood disorders.

The CDC reports that as of 2016, almost 10% of children were estimated to have ADHD, with boys twice as likely to be diagnosed than girls. [Retrieved from https://www.psychologytoday.com/gb/blog/psychiatry-the-people/202110/how-mindfulness-tunes-function-in-4-key-adhd-brain-circuits].

Note: No one knows exactly what causes a person to have ADHD, but some researchers have looked at a neurotransmitter called dopamine as a possible contributor to ADHD. Dopamine allows us to regulate emotional responses and take action to achieve specific rewards. It’s responsible for feelings of pleasure and reward. Dopamine (DA) is a key brain neurotransmitter that contributes to control of different functions, such as cognition, motivation and rewards, as well as locomotion [1–3]. Alterations in dopaminergic function represent a hallmark in numerous mental diseases, including schizophrenia. [Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00034/full]

The anterior insular cortex is a region of the brain that plays a critical role in motivation. A set of neurons that activate a gene called Fezf2(Fezf2 neurons) in this area are active when mice are doing both physical and cognitive tasks. Li and his lab hypothesized that these neurons do not affect the mouse’s ability to do the task; rather, the brain cells influence the mouse’s motivational drive. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/fezf2-motivation-19778/amp/?fbclid=IwAR0CEbUqdyGzTxr38GPai6p_G2nyBMFTiEnnYg2ZoGr4TOk-lg3fiSJ-wqU].

Another study found, dopaminergic pathways, [enables several species] to coordinate influence both ongoing and future behavior. [Retrieved from https://neurosciencenews.com/dopamines-motivation-learning-19564/?fbclid=IwAR10PI7VmMbVQNrKEEZUzm3AvcUIR4MkDp2ZCk481aLbDU6Him4cxK2gitM].

Think about myself…temperment & developmental/intergenerational trauma

Note: Gene 17- A repeat length polymorphism in the promoter of this gene has been shown to affect the rate of serotonin uptake. There have been conflicting results in the literature about the possible effect, if any, that this polymorphism [polymorphism is when there are two or more possibilities of a trait on a gene] may play in behavior [learning] and depression. [provided by RefSeq, May 2019] (see Dyslexia).

Note: Developmental factors, including problems with emotional attunement [shame first anger] between a developing child and caregivers, seem to play a role, as do physical or sexual abuse, or emotional neglect (stems from temperament and trauma, triggered by Events such as Abandonment). [See List Of Characteristics-Retrieved from https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/; https://healthmatters.nyp.org/understanding-difference-bipolar-borderline-personality-disorder/?fbclid=IwAR0wDlXw9oH6Dr2Ezvi-w4U5bIFjOACgugstR4KN93cAOPBBbOmKMuNCxno].

The temperament with trauma of learning difference/divergence in image above includes…

  1. Sloth (fear) combatted by Holy Love upon The Spirit “Takes Action of A Peacemaker” of Good Deeds (understands)
  2. Greed (anger) combatted by Strength (Mercy) upon The Spirit becomes “The Investigator” has the omniscience of God (knowledge) includes action of non-attachement.
  3. Pride (shame) combatted by Empathy (Grace) upon The Spirit becomes “The Helper” has the balance of Holy Will & Personal Freedom (wisdom) includes the action of humility.
  • RNA (ncRNA)-associated gene silencing (“turning off dyslexia”).

“Cells are continuously dying in our body due to infections, cell turnover, developmental processes, and other extrinsic stress…”: In these chromosomes…most present in neurodiversity; we are needing to examine cell health (avoid cytotoxicity) such as:

17  (cell gene– lNF1 provided by HGNC also ACTL6A ) Recognize- meaning- knowledge (RAS- see also 11 below/ARAS-Thymus)

22 (connection gene– COMT 22 provided by HGNC ) Recall- motivation- wisdom (Pons)

11 (neuronal survival cell gene– DRD2 provided by HGNC ) Remember- meaning & motivation-understanding (see 17 also ARAS//Thymus/Testes)

Read more here: https://sway.office.com/FP5HpTc6qPsIEcsH?ref=Link

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My Elbert: Neuroimmune Reactions, Mental Heath & Neurodegenerative Disorders

Very, very interesting! Case reports of Parkinson’s in COVID-19 and protein components of SARS-CoV-2 could trigger the aggregation of α-synuclein into amyloid. They chose to study the two most abundant proteins of the virus: the spike (S-) protein that helps SARS-CoV-2 enter cells, and the nucleocapsid (N-) protein that encapsulates the RNA genome inside the virus. [Retrieved from https://lnkd.in/eWgMd8Cn].

 

Another study has 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. [Retrieved from https://lnkd.in/eqj7PFPN].

Communication from gut to brain occurs through tryptophan, an essential building block of serotonin. Serotonin is key in regulating mood, eating, and sleep patterns. There is limited storage capacity for tryptophan in the brain, and a constant supply is required from the gut. It was once believed that tryptophan came strictly from diet alone, but what research has shown is that gut microbiota, particularly Bifidobacterium, produces tryptophan and increases its levels in the bloodstream. This study below has since been replicated, adding to global evidence linking the microbiome-gut-brain axis to stress and mental health disorders. Low diversity in the gut microbiota is now considered a significant biomarker for major depressive disorder. Other mental health and neurodegenerative disorders with significant microbiome-gut-brain ties include: post-traumatic stress disorder, bipolar disorder, schizophrenia, Parkinson’s disease, and autism. The microbiome-gut-brain axis also plays a critical role in irritable bowel syndrome, and in understanding the link between mental health disorders and physical illness, such as depression or anxiety co-occurring with inflammatory bowel disease. (Retrieved from https://lnkd.in/emsKcAuK].

 

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/]

My Elbert: Neurotoxins & Learning

Metal-based Toxicity

Neuroscientists have previously found that tau can become toxic when extra chemical molecules accumulate with its structure in the brain, causing it to form tangles of protein that destroy surrounding tissue. 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 [under stimulated as well]. 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.

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/].

Think About

In the field of psychology, emotions are not just our feelings, as some may think. Just as colors are actually the appearance of different frequencies, emotions [especially anger and shame] are composed of similar properties. A lower or negative emotion has a lower frequency and the body isn’t able to assimilate that frequency or doesn’t know how to deal with it. In these situations, these emotions can become “trapped” in our magnetic field [“soul”] or even in our bodies as well as hyper-, hypo- and varied arousal causing imbalances that can affect the proper function of our body system. [Retrieved from https://thebodyemotions.com/what-is-the-emotion-how-it-changes-lives/]

With just a (anger) Sympathetic Functional System Dominance (SFD), they perceive in the mind everything with anger during stressful experiences. When they have a (shame) Parasympathetic Functional System Dominance (PFD), in the mind, they filter and attune themselves to everything with shame. When we have both anger and shame in the mind (see child sample above), this is called a Total Learning System Dysfunction (TLSD) which creates: this creates almost complete soul-body disconnect (dysregulation) due to constant learning aka cognitive speed shifting (hyper-. hypo-, and varied) which tires out the brain’s (RAS) Rectangular Activation System (chakras 6-8th including soma and alta-major chakras), Pons (crown chakra), and Thymus (vagus nerve chakra) much quicker than the aligned and balanced learning brain and body which, in turn, lessens neuroplasticity. When our very own DNA generationally predispositions with dysfunctions of the Rectangular Activation System, Pons, and Thymus and for learning differences (anger and shame predispositions), ALL our systems and senses can have any dysfunctions, and therefore, we can actually have body-soul disconnection in the mind!

Mind you again, learning apathy is complicated and that the spirit-soul-body/connection-trust-love disconnection causes maladjustment and belonging in this world. Don’t worry, our spirit, soul, and body connection can also be complicated to a point, if we understand that we are love and not meant for fear. Think about it this way, when your child has a Hypo or Hyper, varied (both anger and shame), learning with trauma and emotional intensity, their learning decreases due to disconnections to others-themselves, soul-body disconnection of consciousness, perceptions of anger/shame along with assimilation (meaning and motivation) of those perceptions. Sadly, the students who have TRSD dysfunctions, they can become labelled Learning Disabled amongst other labels. Therefore, they are not learning effectively, cognitively, or behaviorally on a conscious level nor helped in a way that is revolutionary nor effective. There’s always hope and faith in their spiritual growth:

My Elbert: Epigenetics

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, intelligence, autism, and longevity. [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].

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. [Retrieved from https://neurosciencenews-com.cdn.ampproject.org/c/s/neurosciencenews.com/neuroimmune-brain-plasticity-19663/amp/?fbclid=IwAR2-b73FidTuEOXEratUhsXrvKD9Be9PWOVfCRsYTAG8IDColpka5Lm3EpM].

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 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].

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