Dopamine and Executive Functioning

ADHD: http://rite.link/XfY5 #Note: COMT-22 Catechol-O-methyltransferase catalyzes #TheTransfer of a methyl #group from S-adenosylmethionine to catecholamines, including the neurotransmitters’ dopamine, epinephrine, and norepinephrine. Furthermore, Catechol-O-methyltransferase (COMT-22), an enzyme #ThatIs involved in #TheDegradation of catecholamine neurotransmitters (e.g., dopamine, epinephrine, and norepinephrine), can affect #ExecutiveFunctions involved in #CognitiveFlexibility, #ImpulseControl, #AbstractThought, and the ability to follow instructions (1, 2, 3)-(COMT-22 also in addictions and learning disabilities http://rite.link/XfGs).

 

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 https://sway.office.com/FP5HpTc6qPsIEcsH?ref=Link. [Retrieved from http://rite.link/XfY8]. 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 http://rite.link/XfYa].

 

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, #AsWell as locomotion [1–3]. Alterations in dopaminergic function represent a hallmark in numerous mental diseases, including schizophrenia. [Retrieved from http://rite.link/XfYn] Another study found, dopaminergic pathways, [enables several species] to coordinate influence both ongoing and #future behavior. [Retrieved from http://rite.link/XfYZ]. ♿️ 👩‍👧‍👧 👱‍♀️ 🔮 👥 🤔 🔬 🤔 🎓 👯 👯‍♂️ 🔣 🔍 👀 #neurodiversity #learningdifferences #difference #epigenetics #positivelearningenvironment #agility #neurodiversity #explicitinstruction #difference #education #mindset #literacy

My Elbert: The Leb

Appreciating what you have in the here and now is one of the single healthiest things you can do for your mind and spirit.

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

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

  •                      His Intention:                         His Affirmation:
  •                      Transmutation    =======   Authority      (RAS)
  •                      Revelation   ==========    Power           (Pons)
  •                     Salvation  ===========   Transformation      (Thymus)
  •                    Honor  ============     Magnificence        (ARAS)

He makes them listen to correction and commands…https://www.bible.com/en-GB/bible/111/JOB.36.10.NIV. In the past God overlooked such ignorance, but now he commands all people…

Note: The thymus (thymus chakra) brings Imagination (God’s Intention) and Intelligence (God’s Affirmation) to balance to form our own Beliefs (Will)- it’s ultimately the convergence of knowledge and wisdom to gain a better understanding of everything!!! Read here how: https://wp.me/pbJRHH-15A

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

My Elbert: Emotions and Learning

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.” Yet recent research reveals that those with ADHD have significantly more difficulty with low frustration tolerance, impatience, hot temper, and excitability than a control group. Sometimes the working memory impairments of ADHD allow a momentary emotion to become too strong. 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. Some people with ADHD don’t suffer from a lack of awareness of important emotions, but from an inability to tolerate those emotions enough to deal effectively with them. They become caught up in behavior patterns to avoid painful emotions that seem too overwhelming — looming deadlines or meeting an unfamiliar group of people.

 

Learn More Here: https://sway.office.com/FP5HpTc6qPsIEcsH?ref=Link

#brainconnectivity #information #adhd #flooding #networks #intensity #emotion #myelbert #neuropedagogy

 

My ELBERT: Responsive System Dysfunction (RSD) Checklist

In a study by conducted by Dahle et al. (2011), they found “between 17% and 24% of the boys with dyslexia were registered as anxious/depressed, with withdrawn behavior or somatic problems in the borderline and clinical areas” (p. 167). Another interesting point noted in this study by Undheim (as cited by Dahle et al., 2011) is that “teachers did not believe that they had dyslexia because their general achievement was too good” (p. 167). Dahle et al. (2011) tells us “behavior and emotional problems can be displayed differently in different settings, and it might be difficult for teachers to identify and be aware of internalizing problems in the classroom setting” (p. 168). [Retrieved from Dahle, A. E., Knivsberg, A.-M., & Andreassen, A. B. (2011). Coexisting problem behavior in severe dyslexia. Journal of Research in Special Educational Needs, 11(3), 162–170.]

Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment” (Definition of Neuroplasticity, 2020). Also, I’m needing to mention developmental trauma and learning something new, switching content and context frequently!!

When a child with neurodifferences is learning something new or stressful, if mindset is perceived with anger (SFD), we can observe lessened neuroplasticity of the midbrain (right lobe) and constant speed shifting (accelerated or and varied) of the prefrontal cortex, frontal lobe along with midbrain (left lobe) and emotional disorders with long-term memory problems. Likewise, if the mindset is perceived with shame (PFD), we can observe lessened neuroplasticity of the prefrontal cortex, frontal lobe along with posterior left lobe, and constant speed shifting (slow or and varied) of the midbrain (right lobe) along with more executive functioning issues and short-term memory problems or midbrain. We can attribute this constant speed shifting to the common problems of poor neuroplasticity. Likewise, the lacking a self-directed neuroplasticity such as positive mindset such as mind trusting qualities of belief: I AM worthy (autonomy) and I AM enough (attunement), feeling safe and secure in their environment. Specifically, the mental body is anger brain dominant and perceives in the heart everything related to learning with anger. The emotional body is shame brain dominant and perceives in the heart everything related to learning with shame.

According to my good friend, Tom Heintz (An Emotional Code Practitioner-Creator of The Body Code) references Christine H., MS, LMHC (Hammond 2018), ‘Anxiety [anger and shame] is one emotion that can be passed down from one generation to the next. Also, there are 10 emotions that can also be inherited through family trauma, parental modeling, and/or abusive behaviors.’ For those who struggle with sensory triggers and learning stressors, like when experiencing reading or writing, these negatively perceived and filtered experiences with anger and shame, can cause a trauma type of developmental anxiety and sometimes even depression. Heintz (2020) also refers to this following excerpt from Christine Hammond, MS, LMHC (2018):Anger – There are three main types of unhealthy anger: aggressive anger, passive-aggressive anger [shame], and suppressive anger [hatred- not kids usually] – all of which can negatively affect a child. For example, if a parent is aggressively angry by yelling, their child might grow up to mimic the same behavior or learn to redirect it into their own manifestation of anger. Shame – Hearing words from parents such as, “You will never be good enough,” or “You are stupid,” attack the heart of who a person is. Sadly enough, shaming tactics are pervasive in hyper-religious homes where a child is told that they have to live up to some unrealistic standard and very frequently are practiced by the child on others once they have been exposed to such treatment” [Generational Healing: tom@thebodyemotions.com; accessed on 2/19/20 “10 Emotions That Can Be Inherited.” The Body Emotions, 21 Apr. 2020, thebodyemotions.com/10-emotions-that-can-be-inherited/].

 

In 2018, I created My ELBERT Responsive System Dysfunction (RSD) Checklist, which is a Functional System Dominance Checklist. I have found in over 4 dozen students what I always knew; that they develop anger first, if not given a healthy, safe, and supportive environment for their anger. Also, anger can develop into shame. Then, the shame will be more dominant. ELBERT sysm/para checklist and resources are important for those working with neurodifferences because shame is harder to address than anger. Shame is the defense for anger and survival of some people. Some people though are less susceptible to shame and remain in anger. I have found more times than not where just anger has been marked; especially in younger students. Note: if anger and shame are not addressed at a young age, it can turn into hatred and grief. Also, anger appears anxiously (hyperactivity) and shame appears sadly depressed (hypoactivity). Together with both anger and shame, someone can appear anxious and sad. With shame being the hardest, their body may appear calm but internally their mind can be ruminating on negative thoughts, feelings, ideas, and emotions which can be hard to know unless your child shares them with someone. This is why the checklist and interview is so important. I interview the students and their parents (teachers too preferably) where an [x] means most of the time in their learning environment and a [/] means some time in their learning environment (see image 1.0). There are several other factors for successfully expelling learning apathy such as with gaining resilience (meaning), and motivation such as: sleep, diet, health and wellness, physical activity (body), regulation of vagus nerve (soul- body connection), sometimes even the spirit-soul-body connection (much older teens), gratitude including love of self and others (heart-connection). Also, the environment that most of us live in today causing sensory overload along to consistently multitasking and/or content & context-switching (handling 2 or more tasks at the same time) especially in this complex, non-connected (yet, connected), neurotoxic and EMF toxic infused environment- ALL decreasing our very own electromagnetism and vagal tone.

Note: “One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.”https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia

Cook’s Evaluation Cost

Cook’s Complete Elbert Evaluation Finding Their Strengths, Gifts, & Learning Uniquenesses

 

-The Complete Elbert Evaluation including social/emotional domain (Read More HERE), grade level eval., and complete learning difference screening (Dyslexia, SLI, VPD, APD, SCP) including working memory-abstract thinking, etc.  (takes 3 hours). The cost is $150.

Example:

-The ELBERT partial screening includes learning differences screening  (Dyslexia, SLI, VPD, APD, SCP). The cost is $95.

-The OH Good Golly dyslexia screening takes 45 min. approx. and is $45 which includes just a screening for “first steps“.

 

Coaching, Consulting & Course

 

The coaching, consulting, or course (depending which you choose) helps you understand the Elbert program, the brain and your child so much more.

-Coaching- $45 each session for 30 min.-$75 for an hour (minimum of 2 times per week recommended). This is on a flex-schedule at your convenience. I’ll meet with you on Zoom.us to talk to you about a specific students’ needs. Note: Students need to get an Elbert evaluation first.

 -Consulting on Elbert Program- $65 for an half-an-hour (FIRST ONE FREE) is everything you need know about helping those with any neurodifference to enjoy learning again! Again, a minimum of 2 times per week recommended and on a flex-schedule at your convenience. Note: Students do not need to get an Elbert evaluation first and anyone with you can attend might be others joining as a group!

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 and/or with handwriting; complete interest-based learner; grips pencil very hard; has glasses but still complains about not seeing the letters or words due to being blurry, jumping or flying; ultra-sensitive, problems with authority; doodles on paper; problems understanding verbal directions; picks and scratches at their skin and nails; can be needy, clingy, and “whinny”; 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 problems or issues; constantly moving hands/feet or fidgeting; overly kind or pleasing others; considerably ‘moody’; known for “daydreaming”; aggressive and violent; gets low grades: yet, highly intelligent; can comprehend well but has trouble with spelling/reading fluency; adverse to learning or trying something new as well as low in motivation! 

© My ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020

#dyslexia #dyslexiaawareness #adhd #autism #dyslexic #dyslexiaeducation #education #dysgraphia #specialeducation #learningdisabilities #dyslexiaadvocate #dyslexiasupport #learningdifficulties #saydyslexia #specialneeds #dyscalculia #dyspraxia #neurodiversity #learningdisability #learning #autismawareness #dyslexiaisreal #add #downsyndrome #parenting #asd #reading #dyslexiapower #mentalhealth #bhfyp #elbert #ras #neurodiversity #love #speechtherapy #dyslexiatherapy #dyslexiaismysuperpower #school #parenting #teachersofinstagram #dyslexie #dyslexiaisagift #dyslexickids #dyslexicthinking #mentalhealth #add #dyslexiaawarenessmonth #art #dyslexiaassociation #homeschool #dyslexicandproud #adhdawareness #homeschooling #dyslexicartist #dyslexiateacher #dislexia #literacy #anxiety #disability #in #RAS #occupationaltherapy #specialeducationteacher #children #neurodivergent

Disclaimers & Such

  • This Site Contains Affiliate Links, Pictures Are Either:
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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 but the information could change your life!

 

Also, I have a course for only $135 for a 5 session intensive on understanding learning differences (Includes 235 pg. Booklet- $35. Value).

Complete My ELBERT COURSE: $450 check it out…HERE

FREE DYSLEXIA HELP:  https://linktr.ee/tcooktutor DISCOVERY CALL TODAY: https://tcooktutor.as.me/

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My program is named My ELBERT. …Based OFF ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! Learn more HERE.

#today #content #wellness #wellbeing #sleeper #healthandwellness #vagusnerve #spirit #live #connection #soul #regulation #bodyconnection #heartconnection #gratitude #productivity

 

 

My Elbert: Epigenetics comes to life

Epigenetics comes to Life: Anonymous author, “DNA works by way of the same principles as the mind and neurons of the brain and body.” 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 ASD 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 disorder, attention deficit hyperactivity disorder, epilepsy, and schizophrenia. ” 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; GenBank Submit Genomes WGS Metagenomes TPA TSA INSDC

 

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].

 

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. (Retrieved from https://www.hindawi.com/journals/ijg/2003/393029/; https://www.nature.com/articles/s41576-020-00292-x#Sec22)

 

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. This new study shows that RNA marking can be reversed at synapses and hence may act as a ‘synaptic tag’. 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 developmental dyslexia in the anatomic regions called Superior Temporal Gyrus, Angular Gyrus and Supramarginal gyrus, & Broca’s region]. These 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/].

 

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). The primary injury enables a huge variety of developmentally-related biomolecules 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 proteases, cell adhesion and recognition molecules. [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]. 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 isoforms 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/]. GRIN2B glutamate ionotropic receptor NMDA type #subunit 2B [Homo sapiens (human)] – Gene – #NCBI http://rite.link/XfhU #GRINs #HumanGene #glutamates #receptors #types #HumanGenes www.myelbert.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) such as…Zinc, vitamin B6, and vitamin C are perhaps the most critical. Supplementation with these nutrients has been shown to improve thymic hormone function and cell-mediated immunity. 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).

When neurotoxicity (toxic protein clumps develop in Hippocampus or other areas) happens at an early age, the brain will sometimes compensate or have early development in other parts of the brain such a visual-spacial reasoning, logical-mathematical reasoning. -Tricia Cook #regeneration #protein #cell #recovery #celladhesion #compounds #compound #tissue #stimulate #injury #process #regeneration

My Elbert: Helping Those With Neurodifference Enjoy Learning Again

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.

What services do you offer with your My Elbert 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.

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

#skills #thinkingskills #management #classroommanagement #skills #program #outreachprogram #communication #development #community #relationship #criticalthinking #visualarts #planning #literacy #initiatives #relationship #conversations 📡 📖 👀 💭 🗣 📆 👨‍👩‍👦‍👦 💥 ⚠️ 📝 📝 🛠 🎓 📢 📓 🛏 ⚒ 👪 ✍ 🎓 😠 🚫 🆘 👥 📗 📦 👀 🖌 http://rite.link/Xfhp

My Elbert: Deficit in language and early development in visual-spacial

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

 

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

 

My motivation is to inform schools, organizations, and their 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! 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); Despite my many struggles and learning with traums, 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 an neuropedagogy based on educational, neuroscience research; 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).

 

I’m neurodifferent myself with deficit in language and early development in visual-spacial, so made #SoMade 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!!! 🎓 ❓ 🤔 🏋 ✅ 👶 ⚠️ ☯ 👨‍👦‍👦 🎓 🛐 🎓 🗣 🎓 🤔 👪 🎓 📘 💵 📖 🆘 💝 📖 📦 👵 👁 I have developed a #neuropedagogy that includes my observations 👁 and evaluations that looks at the “whole person”: 💡 Using empirical science and holistic wisdom, my aims are to learn how to stimulate new zones of the brain, and 👀 increase self-directed neuroplasticity; 📶 as well creating connections by…

 

Naturally stimulating the brains of all types of learners, #NotOnly those with students who have #LearningDisabilities. #YouNeed #TheFollowing: http://rite.link/XfGs 😆 😀 🔭 🛠 👥 🎓 🤔 👁

 

⚗ 🛠 👱‍♀️ 🤔 ⚛ 🛠 🤔 👁 #increase #createconnections #creatingconnections #wisdom #science #evaluation #learnhow #brain #createconnections #learner #students #beststudent #science #observation #evaluation #increase #createconnection #wholeperson #creatingconnections #self #brain #evaluation #learner #students #connection #stimulate #increase #beto #scienceobservation #evaluation #learners #beststudents #zone #science #observation

Where learning is concerned…

Who is Tricia Cook? In short, I’m neurodivergent and have experienced learning with trauma; therefore, being in education  and developing my program is my biggest accomplishment. I am very passionate about learning and teaching. Right now, I am the leader and head of education for an international DEI group. I am a difference for others, so they can be successful for themselves and their families, and hoping to alleviate some of the struggles that I had in education. For this #DEI group, I am also writing a curriculum with my team on peace education and moderating professional panels on the topic of health & wellness in schools and institutions. Similarly, as an independent educational coach and consultant, I give with my program intensive professional development opportunities. I 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.  I also work with all stakeholders, using my own program that I developed which focuses on constructive engagement based on student, “whole child” observation(s), inspired by: Maria Montessori, Neville Lancelot Goddard, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner, Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Lev  Vygotsky, Grolnick, W. & Kurowski, C., and Erik Erickson. Like yourself, I feel these people above have made a huge contribution to education, and they have really influenced my program; Yet, I believe my program is revolutionary, because it involves education and child development including the mind, body, and spirit. For instance, I am coaching a teacher in New Jersey and helping to promote a neuropedagogy similar to my own. She is a self-contained 5-8th grade special ed. teacher, who is using my program, and her principle, paraprofessional, and herself are seeing progress in her students. Another big accomplishment, not only is she doing a case study for using my program, I  have three other schools who are also using my program and doing case studies.   

MY PROGRAM


After twenty-five years of being in education, #education, I provide tutoring, consulting, and coaching #coaching on dyslexia and other neurodevelopmental differences. Over the last #TheLast 15 years, I’ve observed an increasing amount of affective, behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children #NumberOfChildren being medicated, misdiagnosed, or going undiagnosed; Therefore, I have developed a neuropedagogy that includes my observations and evaluations that looks at the “whole person” using empirical science and holistic wisdom. Where learning is concerned, the whole person is important because people are different and so many learn differently. My neuropedagogy allows neuroscience, psychology, and education to come into an authentic practice. It really looks at how we all process information differently in space and interconnected time; in brief, we are all wired with dissimilarity for which each neural pathway is connected differently to process the same information that we all can receive. My current practice is a holistic approach to being and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning disabilities. You need #LearningDisabilities. #YouNeed to know that my neuropedagogy is based on the following: #TheFollowing: my own inductive reasoning, logic of evaluation, outside-of-the box problem-solving skills, detective sense contributed to my own gift #gift of dyslexia, gift of knowledge and wisdom (discernment), countless hours #CountlessHours of student observations, philosophy #philosophy including ontology and (w)holism, neuroscientific, neuropsychology, educational research, #EducationalResearch, and studies along with my perpetual care for children. #ForChildren.

 

📶 ♿️ 🎓 🔎 📗 👩‍👧‍👦 🔭 👱‍♀️ 👨‍👨‍👧 🛠 💡 🎓 🤔 📗 📦 👀 Please share 🍱 www.myelbert.com

 

Lastly, I have developed a #neuropedagogy that includes my observations 👁 and evaluations that looks at the “whole person”: 💡 Using empirical science and holistic wisdom, my aims are to learn how to stimulate new zones of the brain, and 👀 increase self-directed neuroplasticity; 📶 as well creating connections by…

 

Naturally stimulating the brains of all types of learners, #NotOnly those with students who have #LearningDisabilities. #YouNeed #TheFollowing: http://rite.link/XfGs

 

😆 😀 🔭 🛠 👥 🎓 🤔 👁 ⚗ 🛠 👱‍♀️ 🤔 ⚛ 🛠 🤔 👁 #increase #createconnections #creatingconnections #wisdom #science #evaluation #learnhow #brain #createconnections #learner #students #beststudent #science #observation #evaluation #increase #createconnection

Part 1 Nurture Their Nature Section 5

Written BY Tricia Cook, MEd., RSP, AOG; https://tcooktutoring.instabio.cc

Read Section 1 First Here

 

Neuropedagogy & IQ- Disparagement of Perceptions

What is neruopedagogy? 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 psycology including (w)holism. ‘It is targeted at stimulating the brains of all types of learners, not only those with students who have learning differences. Applying the findings from neuroscience to teaching and learning.’ [Retrieved 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/.]

 

We tend to think that learners differ along general dimensions such as IQ or verbal ability. But, in fact, each of the myriad small specializations are sources of individual difference. The person who has perfect pitch is not necessarily more likely to have amazing color perception or remarkable face recognition. People differ in hundreds of thousands of ways rather than in one way or even in a handful of ways. Retreievd from: http://udltheorypractice.cast.org/reading?13&loc=chapter2.xml_l1969932

39 – https://www.researchgate.net/figure/Diagram-of-new-interdisciplinary-research-areas-19_fig1_331231903

A healthy mind (intelligence) depends on the impact of trauma , especially learning with trauma, on the leb and the realsing of negative present and generaltional emotions that a person has experienced in their lifetime. Most important, where they are in the process of healing their “leb”. Ones IQ can change, in each situation and “season” of their life! Note: This is how we “label people” based on how they have genome are expressed based on factors of functioning based on typical circumstances and situations:

The average score on an IQ test is 100. These labels are often given for IQ scores:

  • 1 to 24: Profound mental disability
  • 25 to 39: Severe mental disability
  • 40 to 54: Moderate mental disability
  • 55 to 69: Mild mental disability
  • 70 to 84: Borderline mental disability
  • 85 to 114: Average intelligence
  • 115 to 129: Above average or bright
  • 130 to 144: Moderately gifted
  • 145 to 159: Highly gifted
  • 160 to 179: Exceptionally gifted
  • 180 and up: Profoundly gifted

[Retrieved from Cherry, Kendra. “Do You Have a Genius IQ Score?” Verywell Mind, 3 Aug. 2020, http://www.verywellmind.com/what-is-a-genius-iq-score-2795585.%5D

If you are questioning if the thymus houses the mind, then ask yourself have you ever felt or thought something outside your own consciousness (maybe you found something out as you were journaling)? Try asking yourself is this true? You might even perceive something in a different way? Read below because what I’m asking and presenting to you might change your perception.

This cubed model of intelligence (see below) should be added to the ‘triarchic theory’, “this theory of intelligence has three aspects: analytical, creative, and practical (Sternberg 1985). Analytical intelligence, also referred to as componential intelligence, refers to intelligence that is applied to analyze or evaluate problems and arrive at solutions’. [Retrieved from https://www.simplypsychology.org/intelligence.html].” ‘This is a major theoretical issue for psychologists because they are divided on which perception [the mind] relies directly on for information in the environment.  Some argue that perceptual processes are not direct, but depend on the perceiver’s expectations and previous knowledge as well as the information available in the stimulus itself.’ [Retrieved from https://www.simplypsychology.org/perception-theories.html].

 

“The core is not developing the new chakra-system, but rather to expand your consciousness beyond what is perceived by the monkey mind.” [Retrieved from 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/.]

40 – image 4.3 cubed model of intelligence illustration

I want you to think about the Necker cube, which is sometimes used to test computer models of the human visual system, to see if consistent interpretations of the image are the same. There is evidence that by focusing on different parts of the figure, one can force a more stable perception of the cube.

 

As listed above on the cubed intelligence model, I need you to note  under operations with convergent and divergent operations. Most people  are convergent and have deductive reasoning and convergent thought.  Those with neurodiversity have divergent production and have inductive  reasoning and divergent thought. This is not the norm. The convergent  production is based solely off of the “scientific method”- this thought  process involves answering “what” with facts/form and function with theory, hypothesis, testing, and  conclusion. The divergent production wants to answer the “why” using  with feeling/future with their own observations, patterns, hypothesis and theory. In time, they  observe what’s developing in their own perceptions of their mind through  symbolic, behavioral contents, then evaluative memory of certain  relations, systems, transformation and implications before they come up  with a variety of never been used ways for a solution.  [Retrieved from  “Best Child, Career Counselling and Assessment Center in India.” Energiasoi, www.energiasoi.com/.]

 

According to my friend Vishwas Asolkar, when referring to the cubed intelligence model, he says, “teaching patterns with Fractal Grids Patterns is an excellent method to understand and resolve complexities of thought waves to eliminate undue factors of mind, brain energies and directing wave path and time, essential elevation to higher spiritual layer thus is made possible by way of release of energy to sooth the cerebral pressure, cerebrum being a central part is heavily busy all the time with tremendous pressure/stress to sustain… Understanding the anatomy of brain is very much important for Yogic/spiritual Transformations… Jesus or Jesus like Sages are much above these stresses at the 12th level or beyond …!”

Think about Word-Conscience Students w/ Representational Drift (Eye-Hopping)

“The evidence of stable stimulus representation in the face of this  variability has led to the suggestion that the functional connectivity  of the sensory cortex may grant it robustness to noise while maintaining  the ability to undergo experience-dependent plasticity17.” Retrived from https://www.nature.com/articles/s41467-021-25436-3

Lastly, think about the Rorschach Test, which is a projective psychological test, by Hermann Rorschach developed in 1921. Approximately, how many neurodiverse  learners are in existence? 23% of all learners, just under 1/4 of children and adults. The neurodiverse percieve words  as images of color-emotions in their mind and their symbols as we do the images known as inkblots. The emotions give us our subjective view of what we read, write, speak and hear. This is why testing should be obsolete; this can not be tested. In my perspective all IQ testing nor standardized tests (even those by  gold standard) are not set up for neurodivergent learners; Actually,  most of education isn’t revolutionary and set up to tests this divergent  way of thought- along with the authenticity of each person’s mind.  Anything that is subjective or factual knowledge and not wise doesn’t  meet the needs nor natural inquiry of the divergent minds’ perspective.  -Tricia Cook Tcooktutoring.

 

For this and other visual phenomena and optical illusions, see Michael Bach’s web site http://www.michaelbach.de/ot/. Adelson’s “Checkershadow Illusion” can be seen at http://www.michaelbach.de/ot/lum_adelsonCheckShadow/index.html. An excellent explanation can be found at http://web.mit.edu/persci/people/adelson/checkershadow_description.html. An additional optical illusion that shows a similar phenomenon can be found at http://www.michaelbach.de/ot/lum_adelson-plaid/index.html.

 

Here are a couple of reasons why read as follows:

 

I argue, the IQ is a fluid as a person’s EQ depending on the mindset, situational triggers, circumstance, and environment as well as what is mentioned prior when writing about functional systems and senses. This is why when they get the results from neurophycologist, the parents say to me, ‘this isn’t right I KNOW my child is intelligent’. I usuallt agree and say I know at home and with me they are…not in a place they’ve nevern been into before with people they just met nor with such pressure to do well on testing!!

 

I also argue that he cubed model (image 4.3) should be added to how we test IQ because it takes the variance of human perceptions held inside the thymus which is our “central intelligence”, which again is part of one’s spiritual mindset and imagination which takes into account: variances in experiences such as contents (facts), products (form/ functions), and operations (feelings/future) (see my Lesson Plan in Part II of  Their Nature).

God’s Seal Of The Holy Spirit: Intelligence & Imagination

I argue, that  IQ Intelligence Quotient- leaves little room for  imagination. Where the mind includes the “seeing & hearing” trusting  of God’s Higher Intelligence & Imagination. Imagination Quotient  (IQ) would need for us to look “outside of the box” and magnitude of a  specified characteristic or quality beyond typical/standard  understanding!!! This is where most of the neurodiverse gain their  “logic”.

REMEMBER: People are using their mental and emotional bodies to learn, not their etherical body (etheric). Also, as one of My Elbert trainers says, ‘it’s time to release the wisdom-filled strategies that God has given you…the hidden parts of yourself while at the same time learning to see, hear and recognize the greater content that is God.’

 

“Closing the  science-policy gap…”analyzing the nature and severity of early  stressful experiences helps us make better judgments about potential  interventions that reduce the risk of troubling developmental outcomes.””  https://bit.ly/2S5t91n  When faced with a potential stressor like a presentation, a recital, or an athletic competition that we expect to be anxiety provoking, we can call upon conscious techniques such as breathing, refocusing attention, and visualizing success. Teachers can help students become skillful in using these kinds of techniques to help them manage their emotional responses in stressful and fearful situations. Understanding how emotions can impact student learning can help. “Unfortunately, in today’s systems of education and academics, everything  is determined by this. If you can make more things out of it, you are  considered intelligent, which is not true – you only have a sharper  buddhi. The buddhi will not take you beyond limits in any way, because  it can only function based on the data that is already there. It is not  capable of accessing anything beyond that.” Retrieved from https://isha.sadhguru.org/yoga/yoga-articles-mind-stress/parts-of-mind/?fbclid=IwAR39ETZ_mLEy6uz9JHBP3OfNjY9byLlQ3bl95HsN2o79oAf8mb8DwDIh-xY

 

(Holy-Self) Jesus, Holy Ghost, God (ARAS) – It’s the seal of perfection, where you are a growing seed of spiritual moral principles (pure) and sympathy (blameless). UNDERSTANDING

 

joined with in unity with Love and Honor

 

(Spirit)  Will (Thymus aka “The Leb” – High Heart/Mind=Charity/Incentive/Motivation/Blameless) Ex. You are Power: You are Loving-Kindness  (Faith, Green, Wisdom)

 

joined with

 

(Soul) Emotions (PONS-Body/Mind= Choices/Imagination/DREAMS/DESIRES) Ex. You are Mercy: You are Strength  (Charity, Purple, Understanding)

 

joined with

 

(Body) Mind (RAS-Body/Brain=Intellect/Thought/Meaning/Pure) Ex. You are Grace: You are Knowledge  (Hope, White, Knowledge)

 

Retrieved from UDL- http://udltheorypractice.cast.org/reading?8&loc=chapter2.xml_l1969838

Summary: https://docs.google.com/document/d/1Zte6hpgMAuR7aJVvlP9kKZ7SQgI8349xMqpfcXB1v0A/edit?usp=sharing

 

  • ● ● GOD● ● ●Further Focus

Before we move onto the next section on how to help yourself and your child. Please ask yourself this question not from your brain, heart but from your mind these questions:

 

RAS ACC/HPA- Concrete Thought  (conscious develops around age 2)Self-regulation:

Is s/he frequently irritable?

Does s/he overreact to small problems?

Does s/he have intense, angry outbursts?

Does s/he have outbursts for little or no apparent reason? (specify situations in which outbursts occur)?

Attention and Executive Function:

Is s/he easily distractible; does he act without thinking?

Is s/he restless, not able to sit still; is he overly active?

Does s/he have difficulty initiating or finishing tasks such as homework?

Does s/he have difficulty finding things in his/her room or desk?

Is his/her written work poorly organized, does s/he have difficulty planning ahead?

Does s/he forget to hand in homework?

 

PONS Abstract Thought  (spiritual conscious begins develops around age 7, makes a jump at 12)

Oppositional and Aggressive behavior:

Is your child destructive to toys or other objects?

Does s/he say “no” or refuse to comply when asked to do something?

Does your child regularly argue with you (parents), teachers?

Does s/he tease or bully another child? Has s/he been teased or bullied?

Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?

Does s/he swear, call names or make threats?

Anxiety:

Do you think your child worries more than other children?

What does s/he worry about?

Does s/he ever have problems falling asleep because she is worrying about something, can’t turn his/her mind off?

Does your child have many fears?

Is s/he easily scared?

Can s/he be easily comforted by reassurance?

 

THYMUS SuperConscious Thought Cont.  (around age 21–24, makes a jump at 30)

Depression:

What is your child’s mood like most of the time?

Is s/he often unhappy, sad or tearful?

Does your child’s mood change abruptly for no apparent reason?

Have you noticed a change in his/her interest in things s/he used to enjoy?

Have you noticed a change in his/her energy or activity level?

Is s/he more quiet than usual?

Have you noticed a change in his/her sleep patterns or appetite?

Questions By The Research Autism Group  or online [Accessed 16 Dec. 2019].

 

READ MORE HERE

View Works Cited Here and Please Share Nurture Their Nature (using This Link): https://sway.office.com/1oVk0WumcYeOtVON?ref=Link

Part II  READY NOW Nurture Their Nature: BY HEALING OUR VERY OWN [LEARNING] DIFFERENCE

Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

Affirmation of God: I am love. I have harmony.

Disclaimer: These checklists and questionnaires are not to be substituted for professional Medical advice. These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.

41 – www.myelbert.com

 

“To Preview the Book Nurture Their Very Own Nature By Looking To Heal  Our Very Own [Learning] Difference: Press Here” — @help_dyslexia https://link.medium.com/t3PgLlQqBdb or Purchase Here

PLEASE NOTE:

Start above- Ask me to consult with you or someone else reach me via email: tcookmyelbert@gmail.com.`

Disclaimers & Such

  • This Site Contains Affiliate Links, Pictures Are Either

Creative Common Licensed From Either WordPress or Canva

 

This communication may contain privileged and/or  confidential information. It is intended solely for the use of the addressee and viewer recipient. 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 but the information could change your life!

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ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! Helping Those with a Neurodifference Enjoy  Learning Again

 

Beloved, let us love one another: for love is of God; and every one that loveth is born of God, and knoweth God. 1 John 4:7 (KJV) There is no fear in love; but perfect love casteth out fear: because fear hath torment. He that feareth is not made perfect in love. 1 John 4:18 (KJV)

 

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

42 – Nurture Their Nature: Above is a  Preview & HOW TO PURCHASE MY BOOK WHICH includes over 200 exercises  and activities TO Help THE Universal EMOTIONS OF A LEARNING DIFFERENCE

Preface

Speaking of the “whole child”- you need to examine every aspect of “the whole child” not just the end goal or result which is literacy and their appropriate learning behavior.

The program I developed is named ELBERT™ which results include less passive student engagement, confidence, health and wellness including more pleasurable learning while participating in learning activities. Speaking of the “whole child”- you need to examine every aspect of “the whole child” not just the end goal or result which is literacy and their appropriate learning behavior. This program looks at the “whole child” and their unique neural development, complete learning differences including the nature and nurture of the neurodifference including their chakras, biofield (EM Field), and nervous systems.

I’m now making my expertise available to parents, teachers, administrators, stakeholders and other learning communities. I observe the student’s sensory acute response to stress and interview teachers, the child, and parents, 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. My program is named ELBERT™ based on the triune brain which includes the following: Brainstem- I have a fight, flight and freeze sympathetic/parasympathetic observational 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 which includes over 200 exercises and activities.

Do you offer trainings for parents, teachers, tutors or other RSP? As  you know, schools, organization, and families are desperately looking  for an effective, alternative type of affordable multi-sensory,  handshakes-on, and interesting instruction for learning differences.  With my new program ELBERT™, I am searching to tell my story/testimony  of dyslexia also for students to tutor, coaching, training and  consulting opportunities.  I’m interested in connecting with professionals all over the world  with common interests related to alternative and holistic education such as: explicit instruction, neurodiversity awareness, epigenetics,  neuropedagogy, literacy tutoring, learning differences, health & wellness, positive mindset and learning environments. As well as, I would like to share I little about myself and how I can help you by consulting and/or training! 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 below) in the least due  to my experiences with growing up neurodifference. So please do not  hesitate to contact me. I’m willing to travel.

43 – Tricia Cook, MEd., RSP, AOG;

© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020

FREE

 

The  goal of the ABC’s is Spiritual Mindsight w/Self-directed  Neuroplasticity! Again, Neuroplasticity is the capacity of nerve cells to biologically  adapt to circumstances, to change their connections and behaviour in  response to new. Most importantly, the transformations of glia cells is something  miraculous with gaining spiritual mind sight, hearing it even mindset!

 

Observe: information presented and environment, sensory stimulation, development, damage, or dysfunction.

Goal: mental calmness, composure, and evenness of temper, especially in a  difficult situation (equanimity).

Reinforce: Spiritual Mindsight w/ Self Directed Neuroplasticity

Translates: To Positive Epigenetic Signatures

 

Yes- very important for learning!!

 

ALMOST TIME!!! Friday mornings from 9:30 am CST learn more in Zoom: Sign  Up Here: https://myelbertcom.wordpress.com/  Presented Tricia Cook linkedin.com/in/tcook2017

 

TOPIC Switching On Positive Epigenetic Signatures…learn more here  youtu.be/NKYJnRLo4es via @help_dyslexia

44 – FOR ELBERT COURSE: PRESS HERE

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

#dyslexia #dyslexiaawareness #adhd #dyslexic #autism  #dyslexiaeducation #dysgraphia #education #dyslexiaadvocate  #dyslexiasupport #learningdisabilities #dyscalculia #specialeducation  #dyspraxia #saydyslexia #specialneeds #dyslexiaisreal #madebydyslexia  #learningdisability #dyslexiapower #neurodiversity #learning  #dyslexicadvantage #reading #autismawareness #ortongillingham #asd  #learningdifficulties #dyslexiamom #bhfyp #neuro #neurologia #neuroscience #neurology #brain #fisioterapia  #medicine #o #a #neurosurgery #medicina #fisio #neurociencia #psicologia  #dnb #health #medical #neurocirurgia #n #drumandbass #cerebro #anatomy  #fisioterapeuta #neuropsicologia #science #bpm #physicaltherapy #repost  #brainhealth #bhfyp

 

Part 1 Nurture Their Nature Section 4

Written BY Tricia Cook, MEd., RSP, AOG; https://tcooktutoring.instabio.cc

Read Section 1 First Here

 

Body (Physical, Mental & Emotional)

——————–Physical Ruled by 2nd chakra——————–

(suggestion: consciousness begins around age 2 years)

-1st chakra (base) Shame/Empathy- meaning

-2nd chakra (sacral) Peace, Bliss and Joy (happiness)- motivation

-3rd chakra (solar plexus) Anger/Strength  (can do 1 & 3 together- gaia gate)- meaning

 

——————-Mental Ruled by 8th chakra (RAS)——————–

(suggestion: starts to develop around age 7, big jump at age 12+)

-4th chakra (heart) Hatred/Courage- meaning

-5th chakra (throat) Grief/Compassion  (can do 4 & 5 together-earth star)

+thymus (see number 8 below)- meaning

 

——————Emotional (mind and cellular level) Ruled by 8th chakra (RAS)

-6th chakra (third eye)  Grace (freedoms-abundance, devotion)- motivation

-7th chakra (cosmic)  Mercy (forgiveness-release fear/unconditional love)- motivation

-8th chakra (crown) “high heart-mind=soul chakra”- Glory-gratitude/Victory-harmony (Includes the vagus nerve (thymus), in turn includes alta major and soma chakras (RAS, Pons)- ultimate motivation (soul level)

Soul- heart and mind

“With the mind we can think about God, and with the will we can chose to  believe in God, but in the heart we can realize and experience God.” Retrieved from https://www.unseenwarfare.net/3-powers-of-the-soul. The Leb “The Intermost Being or Soul”. lies in the thymus and is the home of both the heart and mind!!

 

——————–BODY-SOUL CONNECTION Ruled by 11th chakra  (ARAS)——————–

(suggestion: start to work after the age of 21+)

-9 chakra (star child) Divine Purity (Hope- cleansed, rebirth, patience, reverence, and righteous) – meaning/ motivation (spirit level)

-10th chakra (causal) Divine Revelation (Faith- blameless life, virtue, and reconciliation) – meaning/ motivation (spirit level)

-11th chakra (soul star) Divine Power (connection, curiosity, integrity, honor, and trust) & Divine Authority aka Salvation (beauty, greatness, blessings, miracles, and light) (can do 9, 10 & 11 together) – ultimate meaning/ motivation (spirit level)

——————–Authentic SOUL-SPIRIT CONNECTION——————–

(suggestion: super consciousness starts around age of 30+)

-12th chakra Divine Unity (stellar gate) gifts, wishes, blessings and miracles (peace and comfort) through Divine Love- Hope, Glory, & Mercy; Divine Honor- Faith, Victory, & Mercy

 

“The Lord bless you and keep you; Lord make his face shine on you and be gracious to you; Lord turn his face toward you and give you peace.” Numbers 6: 24-26

Affirmation of Faith: I am blessed. I have peace.

Spirit

Note:  There is also an etheric human energy field for the soul.

 

Physical field: Lowest in frequency. Regulates the human body.

Etheric field: Blueprint for the physical structure that it surrounds.

Emotional field: Regulates the emotional state of the organism.

Mental field: Processes ideas, thoughts and beliefs.

Astral field: A nexus between the physical and spiritual realms. Free of time and space.

Etheric template: Exists only on the spiritual plane and holds the highest ideals for existence.

Celestial field: Accesses universal energies and serves as a template for the etheric fields.

Causal field: Directs lower levels of existence.

 

 

3.2 Chakra illustration (see below)- NOTE: 1st is Base   (shame) and 3rd is Solar Plexus (anger); * for kids the 8th chakra   Thymus, Soma, Crown, & Alta Major is key as well as 1st & 3rd.

Note: The Earth Star and Gaila Gate (bottom two) along with Stellar Gate (top) can’t be worked-on just have to be prepared to lighter as healing goes on along with receiving honor, wisdom, and glory. Glory has indescribable attributes.

 

According to my friend, Vishwas Asolkar, for each stage in the process of spiritual growth you need ‘the purity of thoughts, cleansing process and meditation at such phases which are continuous and dynamically evolving.’ Also, ‘Perhaps, we can develop Cosmic Intelligence by reaching to the Eternal State of Love, Joy, and Peace with Grace and Mercy of Lord with Simple pure Devotional and Love.. Through suffering due to a pair of opposites would exist to reminder us to intensify love and Devotional Energies dynamically…’  [Goodness rather than] attachment to ego, the need elimination and training the path towards brightness of Wisdom. I say, “That’s Imagination- that wisdom from the drawing wasn’t intelligence (but Holy Spirit- moved the hand). People have much of the intelligence but the Holy Spirit- done by prayer, praise and worship.”

 

“Open up, ancient gates! Open up, ancient doors, and let the King of glory enter.” Psalms 24:9 NLT

 

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

Our Electromagnetic System “Our Senses”& The Brain

Our Electromagnetic System “Our Senses” affects other parts of the brain that have a part in some of the most important aspects of learning which includes the following tasks:

analysis (break down category and sequencing)

sensory processing

memory/learning (short and long term memory)

motor control

autonomy (meaning) and attunement (motivation)

26 – 3.3 image Cook’s Brainchat 7/30/20 illustration

27 – Image 3.4 Note: Limbic system up for sympathetic state and down for parasympathetic, neutral in equalized

Sympathetic State (Mental Bodies)- anger, fight and flight, hyperactive thymus (upper-heart chakra) resulting in hyperactive systems and senses.

 

Parasympathetic State (Emotional Bodies)- shame, freeze, hypoactive thymus (upper-heart chakra) resulting in hyperactive systems and senses.

 

GOAL: A Neutral State, calm or at “peace”  when learning under stress, of equanimity of the structures and interacting areas of the limbic system are involved in learning such as motivation/meaning (Autonomy- Will), emotion (Atunement), and memory (Mind). The limbic system is where the subcortical structures meet the cerebral cortex. … The limbic system also interacts with the basal ganglia. Also, the need to avoid insensitivity.

NOT A Functional System Dominance (FSD)- when the RAS & ACC (anger)/HPA (shame) and the brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame) systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and Parasympathetic Functional System Dominance (shame-PFD) has hypo-sensory processing and Total Functional System Dominance (both anger and shame- TFD) and varied processing. This disequilibrium of the systems can make appropriate learning behavior more or less challenging such as: self-regulation, attention and executive functioning, oppositional and aggressive behavior, anxiety and possibly even depression.

 

NOR A Responsive System Dysfunction (RSD)

Lastly, it helps to be familiar with the midbrain (mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such as…

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

 

Hippocampus- Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity of the hippocampus which helps humans process and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative memories are those related to facts and events. Examples include learning how to memorize speeches or lines in a play. Spatial relationship memories involve pathways or routes. Spatial relationship memories appear to be stored in the right hippocampus. The hippocamp is also where short-term memories are turned into long-term memories. Relative to the hippocampus, these memories are then stored as polarities of time & space in the brain-experiences and reality of consciousness the past, future and present. (see RAS specially ACC above- associated with the alta major chakra and shame). Note: Students with learning differences, neurodivergency have problems with perceptual ability, time & space awareness, executive functioning, and memory (also see PONS and Thymus below).

28 – 3.5 Light Cone (perceptions of past, present, & future to infinate)

7 Natural Rays Of Light

The Present- JESUS (Mental Body) RAS the aka neocortex (Body & Brain- breath). It’s the cognitive and physical “what” which is the  “The Way”.

 

1st-3rd (Chakras 1-3) Ray-Justice (pink- North)

 

to

Past/Future- Holy Ghost  (Emotional Body) PONS aka limbic system  (Body & Mind- breath). It’s the affective and the physical “why” which is “The Truth”

 

Quadrant 3/ 4th (Chakras 4) Ray- Praise, Self-Disciple (green- South)

Quadrant 2/ 5th (Chakras 5) Ray-Heal, Love Others (blue- West) New Humanity Consciousness

Quadrant 4/ 6th (Chakras 6) Ray- Save, Love Oneself (red-orange- East)

 

to

The Infinate- God (Etherical Body) THYMUS aka reptilian (H. Heart & Mind- authentic breath). It’s the God-Soul connection, authentic self connection which is infinte “The Light”.

 

(THYMUS) The Mind & Spirit of God (Chakras 7-12) The Infinite (The Seventh Seal)  Zadkeil (Purple) and Raguel (Burgundy/Orange), & The Throne (Gold)

 

God is the “The Life” & “The Light” as well “The Ultimate Truth”

 

NEEDS TO BE REVERSED- But, Still Three is Key To All Learning!!!

*Aside: An estimated 6.2 million Americans age 65 and older are living with Alzheimer’s dementia in 2021. The number of people with dementia is expected to increase to 152 million by 2050. My dad being one of those. The fundamental principle of Montessori approach is to value a patients’  naturally inquisitive and improving symptoms of dementia to foster  learning in an intuitive and natural way.

 

Interesting Research- Dementia, those with memory loss, they did have faster thinning of the entorhinal cortex due to amyloid level as well as brain shrinkage of the hippocampusRelevantly, the Wnt pathway has been recognized as critical for the central nervous system development, several Wnt components retain their expression in the adult brain, including the hippocampus, and have proven to be fundamental in both the development and function of synapses (Inestrosa and Arenas, 2010; Inestrosa and Varela-Nallar, 2015). Altogether, these findings strongly suggest that Wnt signaling might be down-regulated during aging, leading to increased vulnerability of the neural network and increasing the risk for the onset and progression of age-related pathologies, such as AD. Wnt inhibitors, including the secreted-frizzled-related protein 1 and 2 (SFRP-1 and SFRP-2) and Dickkopf-1 (Dkk-1), all them antagonists at the cell surface. As a result, mice deficient in Dkk-1 exhibit enhanced spatial working memory and memory consolidation and also show improvements in affective behavior (Caricasole et al., 2003, 2004) [Retrieved from Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and Memory Problems?, apple.news/A0bfYT-YLR2u8kRquMsjKRA;  Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and Memory Problems?, apple.news/A0bfYT-YLR2u8kRquMsjKRA?fbclid=IwAR2; https://www.alz.org/media/documents/alzheimers-facts-and-figures.pdf; https://www.frontiersin.org/articles/10.3389/fpsyt.2021.737270/full?fbclid=IwAR1M2cFp6D3BRbSd4rBFnJs-UxFBBG-CDWIoxP38tUYq5UNuY5mgQoQcsfQ].

 

***Ask me about the dorsal raphe nucleus at the brainstem, TDP-43 (FTLD–TDP) folding proteins, beta-amyloid plaque build-up, Dkki-1 at the midbrain stem, prefrontal cortex and the frontal lobe for Alzheimer’s (dyslexia as well). Also ask me about the RAS-conscious around the age of three, ARAS and God awareness age 21–25 (Petty, Peter G. “Consciousness.” Journal of Clinical Neuroscience, vol. 3, no. 4, 1996, p. 390., doi:10.1016/s0967-5868(96)9004.

 

“Young children who are neglected or maltreated have abnormal patterns of  cortisol production. Also, a family’s experience of economic hardship  is associated with elevated cortisol levels among children. A mother’s  depression during her child’s early years can lead to even higher  cortisol levels. Under such conditions, the child becomes more  vulnerable to a range of stress-related disorders affecting both mental  health (e.g., depression, anxiety disorders, alcoholism, drug abuse) and  physical health (e.g., cardiovascular disease, diabetes, stroke).” Also, in the early years, Comfort seeking may be difficult for people with intellectual or  multiple disabilities, because they are often less securely attached or  they lack the behaviors to seek comfort. In general, the experience of  stress, coping with stress, attachment behaviors and disabilities seem  to be closely related in this population (Janssen et al., 2002; Schuengel and Janssen, 2006; Schuengel et al., 2013; Giltaij et al., 2016). [Retrieved from https://www.gse.harvard.edu/news/uk/08/05/stress-levels-and-developing-brain?fbclid=IwAR3dbxQa6noieCc9agDesnleGc3wg24YPc3gNHgi1gug5J06WHwNmRCHrsk#.YIbY-LbnnmY.twitter%20C; https://www.frontiersin.org/articles/10.3389/feduc.2020.540387/full].

 

Pineal Body, Pituitary & Adrenal Glands (see hypothalamus below)- synthesizes  hormones such as our melatonin, serotonin, and dopamine and cortisol which helps you respond to stress (reading for example) and has many other important functions. Acetylcholine and dopamine are the bridge of the synaptic gap between neurones, are the  ‘neurotransmitters in mind’ that form the substance of the volume, which  is essential for consciousness. Also melatonin studies recently show that melatonin exhibits many bioactivities, such as antioxidant activity, anti-inflammatory characteristics, boosting immunity, anticancer activity, cardiovascular protection, anti-diabetic, anti-obese, neuroprotective and anti-aging activity. Note: Students with Sympathetic Functional System Dominance (SFD) are deficient in dopamine, melatonin, and have hyer-norepinephrine production (diligence- fight, flight, flee & hyperarousal). Students with Parasympathetic Functional System Dominance (PFD) are deficient in serotonin, melatonin, and have hypo-norepinephrine production (hypoarousal, memory retrieval, diligence/motivation-freeze).  Note: The pineal gland helps with a meditative state if the head is covered- it’s great for Calm (I will write more about calm ahead! Varied is, of course, Total Functional System Dominance (TFSD) which is most varied in hormones and the hardest time being calm with mood swings along gaining equanimity also can be diagnosed congenital adrenal hyperplasia. [Retrieved from 4/27/20 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/.]

 

Remember: ACC- is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta major chakra), HPA- is also part of the RAS (Hypothalamic–Pituitary–Adrenal Axis- associated with the soma chakra) Both are associated to the thymus chakra aka vagus nerve chakra.

Medulla Oblongata at the EM Field Including the Pons

29 – 3.6 Internal Medulla Oblongata Brain illustration

The thalamus and hypothalamus are located within the diencephalon (or “interbrain”), and are part of the limbic system. They regulate emotions and motivated …Sep 12, 2017 · Uploaded by AnatomyZone

The limbic system is involved in processing both emotion and memory. … The midbrain is comprised of structures located deep within the brain, between the …

 

Thalamus- integrates and sends sensory information such as autonomic functions (para/sympathetic) aka sensory relay nucleus.

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

Hypothalamus- See Thymus above- speed processing of information also you need to remember the important RAS info. which includes the following excerpt: ‘The RAS is said to be the gas pedal [slow, accelerate or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as, the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996). The lateral hypothalamus mediates an array of cognitive and physical processes that widely projects throughout the nervous system.  Thyrotropin-releasing hormone is one of the smallest hormones in  the body, consisting of a miniature chain of just three amino acid  building blocks. It is made by a cluster of nerve cells in the hypothalamus, an area at the base of the brain just above the pituitary gland. This nerve cell cluster is known as the paraventricular nucleus. The  nerve fibres that come out of it carry the thyrotropin-releasing  hormone and release it into the blood surrounding the pituitary gland,  where it has its most important action. This is to regulate the formation and secretion of thyroid stimulating hormone in the pituitary gland, which in turn regulates the production of thyroid hormones in the thyroid gland. Thyrotropin-releasing  hormone is very short-lived, lasting for a matter of two minutes and  travelling less than an inch in the bloodstream to the pituitary gland  before it is broken down. Also, includes the hippocampus (see above)- which is in the limbic system and regulates perceptions (such as the perception of shame, long-term memory). Students with Sympathetic Functional System Dominance (SFD) react with anger and have hyper-speed (accelerated) processing and long-term memory issues (both also varied from trying to regulate accelerated-slow so one and so forth). Students with Parasympathetic Functional System Dominance (PFD) filters with perceptions of shame, have slow speed processing (also the controversial- slow cognitive speed tempo) and bypassing the facts needed for short-term memory (effects sequencing skills, background knowledge)-headed straight to filtering based on meaning and perceptions (again shame)- short term memory issues are actually a prefrontal lobe executive functioning issues. Again, the frontal lobe to perceive the universal emotions which are the following: anger, strength, joy, bliss, shame, empathy, courage, compassion, and harmony (executive functioning logic through analysis or evaluation) where the mind deems how important (what or why) [Retrieved from https://www.yourhormones.info/hormones/thyrotropin-releasing-hormone/].

 

Note: “Brain and viscera interplay within the autonomic nervous system where the vagus nerve (VN), containing approximately 80% afferent and 20%  efferent fibres, plays multiple key roles in the homeostatic regulations  of visceral functions”- Please View Some VERY IMPORTANT Studies from Bruno Bonaz in France:

 

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

Chapter 4 The Spirit- The Inner Self

The Divine Stamp- Soul & Body

In a deeper sense, the divine stamp is our will to make a transformation, revelation along with renewal of strength and empathy by accepting Him, so we can heal ultimately in courage, compassion, generosity,  harmony and unconditional love for others, and mainly ourselves in acceptance of the true mercy and grace of God! Discovering how to live a blameless and pure life once realizing the issues of learning and relationships HAD TO HAPPEN and ALL problems with others such as: being the teachers, school and learning, relatives such as brothers/sisters, or the other kids. It really isn’t others or the neurodifference itself; It is our understanding of the greater purpose in life (as many other’s stories), so for the greater good to glorify His Kingdom! It’s our life’s lesson to the journey of learning to glorify God along with gaining his blessings of Peace, Freedom, and Victory.

 

Key Contemplation: Stay Blameless & Pure Know It ALL Had to Happen

Intention: God Awareness and Unity

Affirmation: I AM THAT…I AM SAVED- I AM COVERED IN THESE INTENTIONS IN MY BODY and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES, FEELINGS, DREAMS AND VISIONS (see image 4.0 below)

Daily Functional System Regulation  (DFSR) Thymus (Soul) -Pons (MidBrain)-RAS (Brainstem) VERSUS

Responsive System Dysfunction (RSD): *Dysregulation Functional System Regulation RAS (Brainstem)-PONS (MindBrain) DISCONNECTION THYMUS (SOUL)

 

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

Daily Functional System Regulation  (DFSR) THIS NEEDS TO BE REVERSED

30 – https://tcooktutor.edublogs.org/

 

Image 4.1

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

 

NOW ALL LEARNING IS IN THIS DIRECTION:

 

JESUS (Mental Body- 1st-3rd chakras) RAS- HPA/ACC the aka neocortex (Body & Brain- breath). It’s the cognitive and physical “what” which is the  “The Way”.

to

Holy Ghost  (Emotional Body- 4th-6th chakras) PONS aka limbic system  (Body & Mind- breath). It’s the affective and the physical “why” which is “The Truth”

to

God (Etherical Body- 7th-12th ) THYMUS aka reptilian (H. Heart & Mind- authentic breath). It’s the God-Soul, authentic self connection which is infinite “The Light”.

7 Natural Rays of Light SOLUTION ABC’s & PYAM DAILY: HOW THE SYSTEMS, FACULTIES & FUNCTIONS SHOULD WORK

The Solution: When using the etherical body, ALL our systems and senses will function equalized, activated, and balanced. The triune brain which is the forebrain (thymus aka reptilian), (pons- aka limbic system), and  the neomammalian complex (RAS- aka neocortex) needs to be working in an upward function. With a functional system, the child [or adult] can trust themselves and their gifts and learning uniquenesses through spiritual mindset with self-directed neuroplasticity through ABC’s and gain God awareness (eventually unity) through PYAM Daily.

 

 

 

Highest Heaven- (Part of Heaven 3) God (Etherical Body) THYMUS aka reptilian (H. Heart & Mind- authentic breath)

 

to

 

(Heaven 1-3) Holy Ghost  (Emotional Body) PONS aka limbic system  (Body & Mind- breath)

 

to

 

“The Ego” JESUS (Mental Body) RAS the aka neocortex (Body & Brain- breath)

 

From what you’ve read, you will understand:  heaven (actually open heaven, when revealed), the universe, each other, our DNA (ourselves), God all are ONE- in the Spirit. “Wherever the spirit would go, they would go, and the wheels would rise along with them, because the spirit of the living creatures was in the wheels.” https://www.bible.com/en-GB/bible/111/EZK.1.20.NIV 

 

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

31 – Brain Balancing (Equanimity):

 

Image 4.2

“…his [Raybould H. E. (2007)] review will examine the recent evidence showing the role of CCK and  CCK1Rs in modulating expression of other receptors for orexigenic and  anorexigenic regulatory peptides at the level of vagal afferent neurons.” [Retrieved from https://doi.org/10.1016/j.coph.2007.09.006 Raybould, Helen E. “Mechanisms of CCK signaling from gut to brain.” Current opinion in pharmacology vol. 7,6 (2007): 570-4. doi:10.1016/j.coph.2007.09.006]

Abnormal wiring of CCK+ basket cells disrupts Spatial Information Coding: REFLECT On The Problem: As well, The 7 Natural Rays of Light

“Developmental disruption of the connectivity of these cells diminished  the power of theta oscillations during exploratory behavior, disrupted  spatial coding by place cells, and caused selective alterations in  spatial learning and memory in adult mice. These results suggest that  normal integration of CCK+ basket cells in cortical networks [ARAS- see below] is key to support spatial coding in the hippocampus.” Retrieved from del Pino, I., Brotons-Mas, J., Marques-Smith, A. et al. Abnormal wiring of CCK+ basket cells disrupts spatial information coding. [Retrieved from Nat Neurosci 20, 784–792 (2017). https://doi.org/10.1038/nn.4544 ; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5446788/].

 

Self-directed Neuroplasticity comes from “In The Flexible Mind” with ABC’s…including PYAM to work on each daily:

 

Autonomy & Attunement for Recognize- meaning- knowledge (Subconscious- RAS- see also 11 below/ARAS-Thymus- Keep it Simple and Sincere when the outer-life meets the inner-self (soul).

  • Music and art therapy
  • Aromatherapy
  • Hydrotherapy
  • Relax by calming anxious thinking
  • Guided imagery
  • Mindfulness meditation
  • Listen to soothing music
  • Say daily affirmations

Body & Breath for Recall- motivation- wisdom (Conscious- Pons) Keep it Simple and Sincere when inner-self meets the universal-self (soul-spirit).

  • Meditation
  • Tai chi
  • Yoga
  • Take a walk or do some other activity
  • Breath focus
  • Body scan
  • 4-7-8 breathing/Roll breathing/Diaphragmatic breathing
  • Autogenic Training
  • Qigong
  • Progressive muscle relaxation

Consistency & Connection for Remember- meaning & motivation-understanding (Superconscious- ARAS//Thymus/Testes) Keep it Simple and Sincere when your heavely spirit unites with God.

  • Deep breathing
  • Stay present
  • Soak in a warm bath
  • Massage
  • Biofeedback
  • Repetitive prayer
  • Do a bible study/praise/worship
  • Self-massage

Is there a worry gene? Yes… Silence this BDNF gene(common with OCD, Anxiety, Depression) doing the above activities. Researchers at Yale have identified a gene mutation for “rumination” — the kind of chronic worry in which people obsess over negative thoughts. It’s a variation of a gene known as BDNF that’s active in the hippocampus, an area of the brain involved in thinking and memory. Retrieved from  https://www.wsj.com/articles/SB120035992325490045

 

Part I HERE

Part II HERE

Part IIb HERE

Part III HERE

 

Resources for student and their parents:

 

Part IV HERE

Part V  HERE

Part Vb HERE

Part VI HERE

Part VII  HERE

Part VIII HERE

 

The BRAIN BALANCING WITH THE BIBLE: HERE

 

The Ultimate Help: https://tcooktutor.edublogs.org/

Abstract Thinking & Mental Health

Abstract  thinking is the ability to understand concepts that are real, such as  freedom (grace) or vulnerability (humility), but which are not directly tied to concrete  physical objects and experiences. Abstract thinking is the ability to absorb information from our senses [learning] and make connections to the wider world.

Some neurological conditions may interfere with your ability to think abstractly.

  • Autism spectrum disorder.ResearchersTrusted Source have found that some people with autism spectrum disorder may have trouble with concepts and problem-solving.
  • Some forms of abstract thinking, particularly those involved in interpreting social situations, Trusted Source may be limited by schizophrenia.
  • Traumatic or organic brain injuries. Injuries from accidents and prenatal exposures, including fetal alcohol spectrum disorders, can impact the areas of the brain that make abstract thinking possible.
  • Intellectual disabilities. Individuals with intellectual impairment often have difficulties using and understanding abstract thinking skills.
  • Often the parts of the brain involved in many types of dementia are the same parts that control abstract thinking skills.

[Retrieved from https://www.healthline.com/health/abstract-thinking#vs-concrete-thinking].

 

Abstract thinking is defined as the ability to think beyond the immediate, specific stimulus situation and to think about situations in general, symbolic modes  [1]. … Deficits in abstract thinking are prominent in patients with  schizophrenia, particularly in chronic patients and patients with severe  symptoms [1] [Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3997200/].

 

 

Note: God being unseen but made real by Faith and the Truth can be hard to know for some. Don’t mistake, you can still receive and posses mercy & grace, but you may not be cognizant or aware. What is abstract cognitive thinking? Abstract thinking refers to a cognitive concept involving higher‐order, or complex, thoughts.   … The generation of concepts, or abstract ideas, indicates an  ability  to progress beyond concrete thinking. The concrete  interpretation of a  concept involves a focus on the salient, obvious  characteristics. [Retrieved from https://link.springer.com/referenceworkentry/10.1007%2F978-0-387-33754-8_2].

Affirmation of Faith

32 – Image 4.3

The internal flame is the divine stamp of infinite and complete wholeness with God. There’s peace and comfort knowing He is my help, lamp, and savior!! The way to a complete functional system again is replacing anger with strength and shame with empathy (adults hatred with courage and grief with compassion). Why anger with strength? Have you seen a paranoid, anxious, angry person, who’s absorbed in their “ego”, ever want to face and examine their anger feelings and triggers? It takes a lot of strength to do this! Why shame with empathy? Have you ever seen a withdrawn, self-absorbed, and ashamed person who’s almost defeated, ever want to have empathy for themselves (or others)? Jesus has already taken their suffering, so stay blameless. Those with a SFD, or PFD or TFD just need to accept Him into their heart, actually thymus (internal-sacred flame- high heart, thymus) and ask for help by growing in eternal strength and wisdom to increase their own peace and comfort (harmony) while gaining infinite “wholeness”. This is the divine stamp that we are promised!

 

Peace for anger needs strength and for shame needs empathy.

Strength (Mercy)   Matters of the heart, strength means to hold firmly (no wishy-washy,  chaos) to an opinion, belief, or passion. To stand for something, that  used or presently is your biggest struggle, means you give it your  support to develop a kindness-belief. For example, Rosa Parks stood for  something not moving her seat.

Note: Certain words/actions have emotions  such as anger have feelings (frustrated, mad, upset) associated with  them. Replace your anger with strength (mercy).

Solution: time, quietness, forgiveness, stillness and hope…I am Worthy (trust)

Application: What can you do to develop a strong belief, how can you  trust those beliefs and your purpose, and how can you help others in  whatever happens to be your passion?   When  feeling mad, frustrated, anxious: 1) realize what triggered: something  smelled, tasted,  touched, heard, and/or saw. 2) When ask why…what  happened similar before  that may have felt unpleasant for example made  you feel such anger. Then, repeat …I am Worthy!! (God’s Intelligence)

 

Empathy (Grace)   Matters of the mind, empathy is saying to yourself, “Being with you is  the easiest choice I have ever made, and I love you more every day. I  love your honesty, your passion, your resilience, your courage, your  partnership, and your smile.” Encourage yourself and practice  affirmative statements to develop a love-belief!

Note: Certain  words/actions have emotions such as shame have feelings (sad, lost,  lonely) associated with them. Replace your shame with empathy (grace).

Solution: time, praise, freedom, devotion, and faith…I am Enough (belief)

Application: Join a group (what’s your passion) of positive speakers and  encourages. Interview others who are humbly learned to positive towards  themselves; At any age, make them your mentor and/or role model. Strength and Empathy brings loving-kindness into your mind and heart, which brings you and the world peace!

When  feeling sad, lost, alone, 1) realize what triggered: something smelled, tasted,  touched, heard, and/or saw. 2) When ask why…what happened similar before  that may have felt unpleasant for example made you feel ashamed. Then, repeat …I am Enough!! (God’s Imagination)

 

Check out: https://www.canva.com/design/DAEpRXSGSnA/Khk516NKWSV9Wbxyvlqp2w/view?utm_content=DAEpRXSGSnA&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

 

The Lord bless you and give you peace. Numbers 6:23-24

Affirmation of Faith: I am blessed. I have internal peace.

 

Acceptance of God’s Revelation

 

Anger: “Don’t sin by letting anger control you. Think about it overnight and remain silent.” Psalms 4:4 NLT

 

Affirmation of Transmutation: I am calm. I have God’s faith.

Believe & Search your high heart (thymus) for Faith: I am worthy. Then, Peace will be realeased and you’ll  be blessed with blamelessness, virtue, and reconciliation.

 

Shame: “Answer me when I call to you, O God who declares me innocent. Free me from my troubles. Have mercy on me and hear my prayer.” Psalms 4:1 NLT

 

Affirmation of Transmutation: I am righteous. I have God’s mercy.

Believe & Search your high heart (thymus) for Hope: I am enough. Then, Harmony will be realeased and you’ll  be blessed with cleaning, rebirth, patience, reverence and righteousness.

Absolute Holiness: Reflecting God’s Radience

33 – Image 4.4

What is a Magnanimous Spirit?

34 – Image 4.5 Stages of Evolution of Soul Energy

Spiritually, It’s the spiral which represents a connectivity with the divine, spiralling from the outer ego  (the outside world) into the inner soul (cosmic awareness, spiral awakening and  enlightenment). The spiral represents evolution and growth of the spirit. It is a symbol of change and development. Where you come united with God via Jesus, who is the Bridge!! My Good Freind Vishwas Asolkar says, ‘… [Magnanimous Spirit is the]  awareness and Vision with experience or understanding … Where as the Discs or Chakras [wheels] are the gates to balance the Subtle Energies and push to higher intelligence [and imagination], higher endurance to be at the core where Jesus or Master lives in the form of Joy Bliss and Peace within that controls all energies by way of His Love towards devotion, trust, and care externally and internally… joy, bliss, and peace form a transparent medium of all energies!’

 

Definition of magnanimous

1                                                                                                                                                                                                                : showing or suggesting a lofty and courageous spirit                                                                                                            the irreproachable lives and magnanimous sufferings of their followers— Joseph Addison                                                                                   2                                                                                                                                                                                                               : showing or suggesting nobility of feeling and generosity of mind                                                                                       too sincere for dissimulation, too magnanimous for resentment— Ellen Glasgow

 

‘Like My Good Freind Vishwas Asolkar says,  For [It’s the] Internal Nature of Soul and External grace of the Lord’s field of Absolute Truth. It’s the  field of Super Conscious Energy of Love for Jesus’.  Which is the field of state of Cosmicity where the Lord, Master or Jesus with his love takes you closer to Him … Thus, we receive pulses of waves of joy, a spiritual union of energies of Lord and His Field of Absolute Truth. Likewise, ‘Our Soul is in union with God always, God being the Supreme…the [courage, generosity, etc.] energy is given by the Field of Super Consciousness & Absolute Truth which is commanded, cared by God. It’s He who gives us the feel of His care, love, protection, and Salvation.

 

Encountering Peace Matthew 2:10-11 The theme of this meditation from Matthew 2 is flexibility.  Today, you’ll learn to walk through your day while allowing God to work through chance moments and spontaneous encounters with Him.  Does Encounter help you deepen your relationship with the Lord?  Is there a time God showed up for you in a chance encounter? https://app.encounteringpeace.com/library/finding-a-new-way

Healing Inter-generational Anger/Shame

35 – Retrieved from https://www.compassionatehealinghands.net/

36 – Image 4.6

37 – Helical Universe = Wave Form of Higher Evolution

 

Image 4.7

38 – Image 4.8

Images 4.6-7 Retrieved from Flotte, L. E.. 1968. The Solar System And A Critical Review Of EINSTEIN’S Theory of Relativity . (TBC Graphics, Inc., 1968). Note: Author, Cook, T. F. Nurture Their Nature. WordPress 2018 (2018). Tricia Cook’s, Paternal Grandfather.

 

ARAS-THYMUS (chakras 13+) Healing Generational Anger and Shame includes all  matter primarily yourself and psychological processes — thoughts, emotions, beliefs, and  attitudes which are composed of energy. When applied to the human body,  every atom, molecule, cell, tissue and body system is composed of energy  that when superimposed (see Image 4.6 above) on each other create what is known as the human  energy field. “our DNA as our subconscious mind or body consciousness is literally  programmed by our own thoughts and internal dialogue that are imagined  as realities, and from various forms of media that act as suggestion and  become the nature of our thoughts. What we hear outwardly forms a  picture of reality inwardly.” Every atom in our bodies are billions of years old (some say same as star dust). Thinking about epigenetics, every strand of our DNA contains the intelligence of every life for me our evolutionary heritage.”DNA is actually composed of a liquid crystalline substance that acts as a  form of antenna, receiver, and transmitter of holographic information.  It’s constantly in the process of taking in information from its  environment and the ether as signs, archetypes, and imagery and  translating it into holograms. It operates predominately out of  radionics where whatever frequency its tuned to, is acts as a receiver  for various forms of information within that same frequency that comes  in as an acoustic wave that serves to form an electromagnetic field  (EMF) as a holographic shape that’s composed initially of subtle energy,  which provides the blueprint or spatial mapping for constructing an  exact replica as its material equivalent. Information inherent in the  Ether (Akasha) always comes as a “pairing” or “wave coupling” (like the  double helix) (see Image 4.7 above) that contains both an acoustic sound and optical (visual)  image as the geometric patterning inherent in the vibratory frequency.”  Retrieved from https://www.massagemag.com/energy-field-120110/?fbclid=IwAR2MEXc2EEfSY4n1flMprgK1zqWGf-3ovE1A-ItAicexJyvCr28bdqKD3ME.; https://medcraveonline.com/MOJPB/dna-the-phantom-effect-quantum-hologram-and-the-etheric-body.html?fbclid=IwAR199BUqYjWCvNGq2GCgdzl3d0n_lVzu_6na4KVVcYVuBzk-JeiM-CgRyDQ”].

 

According to Vishwa  Asolkar,  “The Lord is never born nor he has any death [infinate], such a state of  Consciousness is immortality or Deathless field with authoritative Super  Consciousness as his intellect and Supreme intelligence”…

 

“The magnanimity of the powers of Lord enormous transcendentally  everywhere in the Cosmos in the form of Cosmic Light with brightness and  Cosmic Power with unimaginable energy which is static to itself as a  Potential Field of Super conscious existence with light and energy in  dynamic state in wave form . This energy is also present in every matter  that is visible and in microcosmic arena of the space. He is the  Supreme Controller of Time, Space, life and dynamic  creativity,  protection & with destruction of matter and space with kinetics  focussed on the wave of time. This energy is self generated as a dynamic  process even though the Lord appears to be in Still State. Healing the generations with creativity of pure heart and developing evolutionary traits for love, goodwill, future synergy,  and peace  is an  ever changing pattern of waves , drapples and shades of joy to reduce stresses due to sufferings.

 

Observe Patterns

Image 4.8 above- the spiral patterns of earth, unviverse and heaven is 3/4 light, 1/4 interrupted waves. The outside and further from the center is spread out; as it reaches, closer to the center it become narrow. A  spiral is a curved pattern that focuses on a center point and a series  of circular shapes that revolve around it. … A spiral shape causes condense engery towards the center and not take up as much space, causing it to be stronger and more durable against the elements (negative energies).  Spiritually, the spiral  represents a connectivity with the divine (cycle of life), spiraling from the outer ego  (the outside world) into the inner soul (cosmic awareness and  enlightenment). The spiral represents evolution and growth of the  spirit.

 

“But small is the gate and narrow the road that leads to life, and only a few find it.”  https://www.bible.com/en-GB/bible/111/MAT.7.14.NIV 

BALANCE Body (heart, brain) With Scripture & Prayer…Free Bible study:  https://rebrand.ly/blamelesslives_bb

 

He also needs us to apply what He communicated in the Bible, recreate for change, and, most importantly, remember Him. For the Lord God is a sun and shield; the Lord bestows favor and honor; no good thing does he withhold from those whose walk is blameless. (Psalm 84:11).

WHY NOT HEAL YOURSELF & FUTURE GENERATIONS?  Problem/SOLUTION- Dr Jean E Charon, Vishwa  Asolkar, Confirms Cook’s Theory

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

 

“With the Big Bang there have been life  carrying electrons and pairs/bonds of electrons forming spins and anti  spins revolving in free states which also have a life evolving  microcosmic evolutionary trait that’s acts as a healing energy of  generating Synergistic Field starting from anatomy of brain , mind and  heart being inter related with Inner self and External energies of  cosmos , which we may be used for healing of interfering waves of undue  or due stresses due to dining or anti spinning of electrons and  particles with DNA & RNA and  define as a Relativite’ Complexe’. “Charon depicts the eon as the inverted image of the electron. on the  other side of the mirror, the unmaterial side. It’s an infinitely small  etheric body, the likes of which you won’t find anywhere in your  traditional Physics manuals, even though it’s the very building block of  all consciousness and the embryo of every mind.” Dr  Jean E Charon Retrieved from https://www.google.com/search?num=100&site=&source=hp&q=Dr++Jean+e+Charon+study; https://scholar.google.com/scholar?hl=en&q=Dr++Jean+e+Charon; https://medium.com/@villiedark/jean-emile-charon-the-french-einstein-of-the-physics-of-consciousness-1848990a8b27.

 

Blameless Lives

 

And this is my prayer: that your love may abound more and more in knowledge and depth of insight, so that you may be able to discern what is best and may be pure and blameless for the day of Christ, filled with the fruit of righteousness that comes through Jesus Christ—to the glory and praise of God.  (Phillipans 1:9-11)

Key to developing a pure God-like perception is freedom. What is Freedom? It’s by becoming pure light and leading a blameless life! What’s a blameless life? What is a pure life? It’s having a God-soul centered life.  Being God-soul centered, it allows us to be connected to God’s powerful and glorious light and allows us to communicate with God in questions and unveil his Sod! How? It’s to understand, apply His teaching and remember Him. How? I pray, read the bible daily, breath (praymana), do yoga and other brain-balancing exercises, meditate to unveil His sod (secret) by accessing the universal mind which is in the crown chakra, deep inside the pons area of the brain.

 

The Truth

 

What is Sod? No, I didn’t mean to write, The Truth of God (just yet). Sod is God’s secret- He’s kept a veil over His secret that was unveiled when Jesus died. It is the Sovereign Secret of the universe and everything that is within God’s Realm. What is the veil of God? I think His Sod includes the veil of God; the veil is how we change how we communicate to God to find out the secrets. Meaning, His sovereign secret is that you can unveil His Sod- held with-in the thymus when you meet-your-akashic-guide to become part of the ‘universal mind’ through questions.  After all, the questions and answers are both in your universal mind for your knowing! This is why He made our ability to have speech along with higher-order thinking; hence, the frontal cerebral cortex and pons area of the brain was given to humans.

By asking God “what’s my question?”  Therefore; I have had to let God give me the questions such as: have you ever asked yourself the question, should hold on or hold out in your relationship? Why do we have to hold on or hold out? It’s the giving and taking that occurs in most relationships; I’m not talking about the giving and taking of material, earthly possessions. Let’s think about God- does he take from us ever? No, He just requires us to love him in the purest, most authentic form and fashion. Why do we have to give and take? Especially, why would we ever need to give someone our hearts, then take it back when things go down. Why do we have to give and take or hold on or hold out? Doesn’t this just lead you to hurting. Jesus didn’t die to have us lead a life hurting with-in ourselves and others. He wanted to live a life of surrender, acceptance–mostly unconditional love!

How can you give something to someone if you don’t have it for yourself? I didn’t have a true, purest love for myself, so how could I ever give it to someone else? The thing is, if you have freedom in your life, you can not worry about these questions. Freedom is abandoning any thoughts of fear and lack of self-worth and returning to authentic love. This is the truth of God; It’s giving to yourself what God has given us which is freedom. How do you gain freedom? It’s a process and not automatic; for a second, also don’t think it doesn’t require a lot of prayer for deepest most heartfelt strength and empathy that comes from with-in your core spirit! It can be deep because through life experiences it can somehow be lost or forgotten or even overshadowed by hatred (lack of love).

First, it requires courage and mercy- the courage to deal with your own pint up anger that you never expressed because ‘you are a Christian, and you don’t get angry’ and have mercy on yourself for ANY shame you have been holding inside your body. Again, the shame and anger can go deep depending on your circumstances. But thanks to Adam and Even, anger and shame is what is naturally and innate inside all of us. The shame and mercy innermost “work” can lead us to the best freedom and that would be experiencing God’s grace. Second, you have to have knowledge and wisdom. The knowledge comes from studying the Bible and thinking and applying what you read. This takes obedience and self-discipline which is “work” because our lives are full of distractions from God (if we let them).  Wisdom is the willingness to listen to that inner voice, paying attention to signs and symbols along with being open to hear from angels and most importantly God. Then, you can start to perceive life as God perceives us. The knowledge and wisdom “work” that you do can lead you to surrender completely to God.  The first two steps in this process to freedom can already be transformational in clearing, transmuting the negative circumstances that were in your past which was keeping you from truly loving yourself. They can also have the added power to increase your strength and empathy that you need to get through the rest of the process to freedom.

‘Present your requests to God, which transcends all our understanding’   Philippians 4:4-9

Spirit includes the high heart and soul

 

Divine Authority

 

The pons area and the frontal lobe have several important and pertinent purposes in our lives: The pons controls our breath known as ‘life’ of God. God gave us the ‘life’, so we can be the breath of God along with leading a pure and blameless life. The pons just doesn’t serve to help the different lobes communicate which balances the brain but also is the veil of God. The brain-balancing of the Yin/Yang which are the male and female sources of energy in our lives is very important. The pons area also contains the trapezoid body where you are able to vocalize sounds. This allows us to sing and share His word, ultimately leading others to God. I think the pons area also includes the ‘universal’ mind with God that we all share. How do you think He knows our thoughts, feelings, sins (meaning back to thoughts/feelings), etc? Yes, we share a common mind with Him, His Kingdom (Realm) which is all stored and kept secret-literally needs to be unveiled. Also, the ‘universal mind’ includes everything seen and unseen, past, present, future, infinite, finite: Lastly, us and everything in existence and even non-existent (exist at one time, at that time, aka the here and now)!

 

Divine Power

 

This is the power of God; It’s KNOWING EVERYTHING is contained in His Plan, leading us to a blameless and pure life here on earth. Note: It’s everything that can be unveiled but has been restricted from our frontal lobe within time and space perception restrictions, while the pons area of the brain connects and vocalizes such as the word “Alleluia” or “Hallelujah” (from Hebrew הללויה) which literally means “Praise the Lord”. The form “Alleluia” is also used to refer to a liturgical chant in which that word is combined with verses of scripture, usually from the Psalms. After all, the questions and answers are both in your universal mind for your knowing! After all, this is why He made our ability to have speech along with higher-order thinking/questioning; hence, the frontal cerebral cortex and pons area of the brain was given to humans. He also needs us to apply what He communicated in the Bible, recreate for change, and, most importantly, remember Him. Again, the frontal lobe is what God does for us!

 

What is Spiritual Refrain? Keep oneself from doing, feeling, or  indulging in something and especially from following a passing impulse, feeling, thought, idea, or emotion by Spiritual Mindset. A Spiritual Mindset is an existence in  ultimate reality encompassing divine power of truth by influence/flow of  beliefs and scripture such as a comment or statement that is often  repeated, such as those of:

love- loyalty

joy- honesty

peace- faith

strength- justice

kindness- uprightness

goodness-righteousness

faithfulness-fidelity

gentleness-reality

self-control-veracity

 

Who can gain refrain? How…

 

The Seal of Perfection

 

Oh the seal of the Living Holy Spirit inside all of us as which is God’s Intelligence and  Imagination. Our faith and love holds the balance!! When we are sealed with  Divine Love and Honor- we hold unconditional love in our minds. We have  security in knowing that we are worthy and enough. Secure in His Love,  we are always hopeful and encouraging; as well as, doing good deeds with  loving-kindness, we are complimentary and loyal in our motivation to  help others to achieve. The Living Holy Spirit  inside all of us as, which is God’s Intelligence and Imagination. In  union with our Savior, our faith, peace, and love holds the balance- gain a True understanding of the Power & Glory of God!! Promise: “When you believe in  Jesus, you have set your seal to the testimony of Jesus, which is the  revelation of the Lord. You have certified that you believe in God as  true.” (Spurgeon)

 

‘This is what the Sovereign Lord says: “ ‘You were the seal of perfection, full of wisdom and perfect in beauty.”Ezekiel 28:12 NIVhttps://lnkd.in/dqBUaVjV