Journal articles on the topic 'Whole Brain® Thinking'

Multimedia and the Internet as a representative of the modern information technology put society as a whole is an organic whole repeatedly, the wisdom of the ages and all mankind will converge at worldwide covered giant network system. It is a wise networking, not only have extended the human brain thinking activity, but also created a human brain which is developing rapidly every hour and every minute, make it become a mankind can share the precious resources. More importantly, the information is changing our way of life, sense of living, learning method and thinking mode.

Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted lecturers’ poor teaching methods. This study therefore, adopted Whole Brain® model by Herrmann (1996) to enhance the quality of teaching practice. The model is comprehensive in facilitating innovative teaching techniques and enhancing learning. It encourages lecturers to be aware of their thinking style preferences in order to design learning opportunities that factor in learners’ diverse learning differences (De Boer, Du Toit, Scheepers and Bothm, 2011). Herrmann Brain Dominance Instrument® (HBDI®) (a survey questionnaire) was used to collect quantitative data while face to face interviews gathered qualitative information. HBDI® data was computed into participants’ thinking preference profiles. Deductive thematic approach was used for qualitative data analysis and results showed diversity in thinking styles among the participants. The majority confirmed their understanding of the model and its diagnosis of thinking preferences. The HBDI® proved to be a valid, reliable measure of human mental preferences. The research recommends the participants to fruitfully use the HBDI® in their teaching endeavors. Seminars on learning style flexibility are recommended as part of professional development. Finally, institutions of higher learning can subscribe to the Whole Brain® Group and have their workers and students complete the HBDI® so that they become aware of their preferences for teaching-learning benefits.

People’s ability to think creatively is a primary means of technological and cultural progress, yet the neural architecture of the highly creative brain remains largely undefined. Here, we employed a recently developed method in functional brain imaging analysis—connectome-based predictive modeling—to identify a brain network associated with high-creative ability, using functional magnetic resonance imaging (fMRI) data acquired from 163 participants engaged in a classic divergent thinking task. At the behavioral level, we found a strong correlation between creative thinking ability and self-reported creative behavior and accomplishment in the arts and sciences (r = 0.54). At the neural level, we found a pattern of functional brain connectivity related to high-creative thinking ability consisting of frontal and parietal regions within default, salience, and executive brain systems. In a leave-one-out cross-validation analysis, we show that this neural model can reliably predict the creative quality of ideas generated by novel participants within the sample. Furthermore, in a series of external validation analyses using data from two independent task fMRI samples and a large task-free resting-state fMRI sample, we demonstrate robust prediction of individual creative thinking ability from the same pattern of brain connectivity. The findings thus reveal a whole-brain network associated with high-creative ability comprised of cortical hubs within default, salience, and executive systems—intrinsic functional networks that tend to work in opposition—suggesting that highly creative people are characterized by the ability to simultaneously engage these large-scale brain networks.

Background: The process of learning biology as one part of the whole process of education in schools has an important role in efforts to improve students' biological abilities, this study aims to determine the learning outcomes and critical thinking of students by using a brain based learning learning model combined with a mind learning model mapping on the concept of biodiversity. Method: This research was conducted at Amahai 1 High School, and the data obtained were analyzed descriptively. The object of research is 21 students in class X MIA. Results: Research shows that increasing student learning outcomes and critical thinking on biodiversity material by using a brain based learning model combined with a mind mapping model gets a pretty good improvement. This is consistent with the analysis of data on the percentage obtained from the results of the initial and final tests. Increased critical thinking can be seen by using 5 aspects with indicators on the final test and cognitive aspects. Conclusion: The application of the Brain based learning model and the Mind mapping model can improve student learning outcomes and critical thinking

Purpose: This study was conducted to develop and implement an education program based on the Whole Brain Model for novice nurses, and to evaluate its effects on work performance, interpersonal skills and self-efficacy. Methods: A pretest-posttest quasi-experimental design was used with an experimental group (n=20) and a control group (n=21). The experimental group participated in an education program based on the Whole Brain Model for seven sessions over 4 weeks. An independent t-test, χ2-test, and Mann-Whitney U test were performed to analyze the data. Results: There were statistically significant differences in work performance (p=.015), interpersonal skills (p=.014) and self-efficacy (p=.021) between the experimental and the control group. Conclusion: This program was an effective learning strategy to enhance nursing competence for novice nurses. The novice nurses who participated this program were able to reflect deeply on themselves, improve interpersonal skills, and induce whole-brain integrated thinking in learning how to solve the problems caused by changes in patient conditions that can be experienced in clinical practice. Therefore, this program can be recommended for regular continuing education for novice nurses.

The learning closely associated with the use of the brain as the centred of mental activity begin from the understanding, processing, until inference information. To optimize learning outcomes, the learning process using whole-brain approach. Creative thinking is a mental activity to create relationships continuous that were found the right combination includes aspects of cognitive, affective, and metacognitive. Thepurposesof this research to reveal of students creative thinking skills in the material the fermentation through mind mapping. This research is descriptive statistics which describe the student’s creative thinking skills that have, without giving specific mind map treatment. The subject is students of biology education semesters V. The results of analysis data showed that the scores of creative thinking skills students are: Fluency(Score 3; 21, 73%.Score 2; 39, 13%. Score 1; 39,13%). Flexibility(Score 3; 21, 73%.Score 2; 30, 43%. Score 1; 47, 82%) dan Originality(Score 3; 0%. Score 2; 0%. Score 1; 17.39%.Based on data, it can be concluded that the students have not be able to bring their creative ideas through mind mapping

Following the concept of human as spiritual alive body, human thinking is spiritual activity of our brain – brainwork. Today we accept that thinking means processing of information what is important for management of human body life. Studying organization of human brainwork, people have discovered that all our thoughts and thinking activities are interconnected and form definite hierarchic structures. Humans reflect world as a set or network of diverse phenomena by building corresponding theories or models of observed phenomena. In other words, all phenomena in human world of thoughts are reflected as SYSTEMS, which are organizational units of Systems Thinking. Every system contains their interconnected parts and as a whole is a part of surrounding medium, made from other systems. Such hierarchic integral understanding and comprehension of human brainwork today has become the basic value of Systems Theory as theory of Systems Thinking.

Purpose – This paper aims to focus on the thinking styles of a group of Accounting students, and to determine whether team teaching by two criteria-specific lecturers can be an effective collaborative teaching approach to accommodate students’ diverse learning preferences. Research on thinking and learning processes led to a four-quadrant whole-brain model of people’s thinking styles and associated learning preferences. The model can be used to identify and accommodate students’ diverse thinking styles and learning preferences. Design/methodology/approach – A case study approach was followed, using multiple data collection methods. The thinking styles of 288 students and two lecturers were surveyed using a thinking style questionnaire and the Herrmann Brain Dominance Instrument. The results of the collaborative teaching approach were obtained by way of a survey questionnaire providing both quantitative and qualitative feedback, as well as a SWOT analysis completed by the involved lecturers. Findings – The main results suggest that a collaborative teaching approach can address students’ diverse learning preferences, although some students may find constant switching between lecturers distracting. Research limitations/implications – The collaborative teaching approach in the teaching interaction cannot be isolated. Collaborative teaching was not repeated or extended due to resource constraints. Originality/value – Academics from all disciplines recognise a need for a teaching practice that addresses students’ diverse learning preferences. Hitherto, outside of special education, collaborative teaching has received little scholarly attention, especially as an approach to address tertiary students’ diverse learning preferences.

AbstractThe notion of an enactive system requires thinking about the brain in a way that is different from the standard computational-representational models. In evolutionary terms, the brain does what it does and is the way that it is, across some scale of variations, because it is part of a living body with hands that can reach and grasp in certain limited ways, eyes structured to focus, an autonomic system, an upright posture, etc. coping with specific kinds of environments, and with other people. Changes to any of the bodily, environmental, or intersubjective conditions elicit responses from the system as a whole. On this view, rather than representing or computing information, the brain is better conceived as participating in the action.

Contemporary nursing education is highly invested in the development of the academic, critical, and empirical aspects of education that represent the science of nursing, and concomitantly less attentive to the development of the creative, interpersonal aspects of education typically associated with the art of nursing. This represents a reversal of historic patterns in nursing education, but the pendulum may have swung so far that there could be costs to nursing practice unless the creative, interpersonal aspects of education can be reclaimed and balanced. Ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence, are discussed.

Abstract Alzheimer’s disease is a type of dementia that can cause problems with human memory, thinking and behavior. This disease causes cell death and nerve tissue damage in the brain. The brain damage can be detected using brain volume, whole brain form, and genetic testing. In this research, we propose texture analysis of the brain and genomic analysis to detect Alzheimer’s disease. 3D MRI images were chosen to analyze the texture of the brain, and microarray data were chosen to analyze gene expression. We classified Alzheimer’s disease into three types: Alzheimer’s, Mild Cognitive Impairment (MCI), and Normal. In this study, texture analysis was carried out by using the Advanced Local Binary Pattern (ALBP) and the Gray Level Co-occurrence Matrix (GLCM). We also propose the bi-clustering method to analyze microarray data. The experimental results from texture analysis show that ALBP had better performance than GLCM in classification of Alzheimer’s disease. The ALBP method achieved an average value of accuracy of between 75% - 100% for binary classification of the whole brain data. Furthermore, Biclustering method with microarray data shows good performance gene expression, where this information show influence Alzheimer’s disease with total of bi-cluster is 6.

The problem with generating advertising ideas, metaphors, narrative strands for video commercials, podcasts, and nontrivial script languages are on the copywriter’s agenda almost every day. The mass-produced creative approach is quite difficult, as far as “the Muse is mute” being an unachievable goal. The proposed article attempts to analyze the stages of creative impulse from the point of view of the psychological structure of associative thinking intuitive notion impulsive insights, and its correlation with the structure of consciousness.The article analyzes the convergent, and divergent pathways of the neural ensembles of the brain at all modeled spontaneous, or planned stages of the Muse’s first indications (‘AHA! ‘moment or sudden creative insight). The structure of non-trivial advertising images and original ideas in catching psycho-triggers; principles of brain’s working performance in an inspired moment; the whole creative process in challenging situations – the author tries to answer these and other question, to draw some conclusions against the present neuropsychological background.

This study aims to reveal the fragmentation of thinking structure’s students in solving the problems of application definite integral in area. Fragmentation is a term on the computer (storage) that is highly relevant correlated with theoretical constructions that occur in the human brain (memory). Almost every student has a different way to construct a problem. That’s very interesting to finding a process of thinking students. Researcher works in three cases. The findings of this study were two in every case, which the fragmentation whole construction and fragmentation construction pseudo. Data this study a full description and in-depth exploration of the students majoring in mathematics education since high school that has been learned about the material Integral course and the area.

Abstract There has been increasing interest in identifying factors to predict subjective well-being in the emerging field of positive psychology over the past two decades. Dispositional hope, which reflects one’s goal-directed tendencies, including both pathway thinking (planning to meet goals) and agency thinking (goal-directed determination), has emerged as a stable predictor for subjective well-being. However, the neurobiological substrates of dispositional hope and the brain-hope mechanism for predicting subjective well-being remain unclear. Here, we examined these issues in 231 high school graduates within the same grade by estimating cortical gray matter volume (GMV) utilizing a voxel-based morphometry method based on structural magnetic resonance imaging. Whole-brain regression analyses and prediction analyses showed that higher dispositional hope was stably associated with greater GMV in the left supplementary motor area (SMA). Furthermore, mediation analyses revealed that dispositional hope mediated the relation between left SMA volume and subjective well-being. Critically, our results were obtained after adjusting for age, sex, family socioeconomic status and total GMV. Altogether, our study presents novel evidence for the neuroanatomical basis of dispositional hope and suggests an underlying indirect effect of dispositional hope on the link between brain gray matter structure and subjective well-being.

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.

Introduction: Headache is one of the most frequent reported symptom after mild traumatic brain injury and it affects normal functioning and life as a whole. The goal: The goal is the evaluation of access, the quality and characteristics of the headache which occurs after the mild traumatic brain injury. Material and methods: The research has been done as a study section in the clinical center of Vojvodina, in the neurosurgery section. A survey questionnaire constructed for the purposes of this research was used as a research instrument. The survey questionnaire included twenty-one questions.. The norm for including respondents in the research was for them to be hospitalized patients with mild traumatic brain injury and the norm for determining how bad the injury was Glazgow's coma score was used. For determining the intensity of the headache the numeric pain rate scale from zero to ten was used. Results: The posttraumatic headache was present in all patients. Most of the respondents described the headache as dull pain of high intensity, 50% of them said that the headache is disturbing them while doing everyday activities and that the intensity of the pain is worst in the morning than at night. Also, some reported that bright light, thinking and talking increase the pain level. Conclusion: The data from this study indicate that headaches in patients after mild TBI can be a major problem in terms of their functional abilities. Thus, the primary focus of nurses should be on early detection and relief of these symptoms. We can also view this study as an initial step, which can affect nurses' practice, and thus the well-being of patients and society as a whole.

The purpose of this investigation was to assess the perceptions of intercollegiate athletics conference commissioners regarding skills associated with management and leadership. A descriptive survey design was used to collect the data. The study showed that commissioners (N = 75) of NCAA Division I, II, and III conferences rated skills associated with management higher than those associated with leadership (f[l,69] = 5.109, p = .0001). Based on a 5-point Likert scale, the survey concluded: (a) Overall mean rates for management (M = 3.61, SD = .680) were higher than for leadership (M = 3.28, SD = .636), and (b) mean rates for both management and leadership were above average (M = 3.00). Serendipitously, the skills of management and leadership were discovered to be associated with brain hemisphere and whole brain thinking. The investigation's findings may serve as a guide for further research on management and leadership of intercollegiate athletic administrators.

The goal of the paper was to research the emotional well-being of students, teachers, and factors that impact it using quantitative research methods. Research was a case study and reflects a situation in one particular school. Emotional well-being plays an important role in personality development. Presence or absence of emotions like joy, satisfaction, trust, and reliance determines the perception, thinking, and actions of students. Positive emotions cause energetic and functional mobilization of the central nervous system and the whole human organism, promotes purposeful actions by connecting cognitive processes with fulfillment of student’s current needs. Emotions either enable or disable the learning process for a student. If positive emotions are absent, brain is in a passive state - active learning starts when emotions activate the brain. The impact of emotions on a student in the learning process can be mainly observed through attention that is payed towards studying; however, positive emotions that are connected to studying can also promote student’s interest in the study subject. Positive emotions can encourage several abilities like interest, enthusiasm, optimism, loyalty and the motivation to act. In addition, thinking can also be enabled, as well as an improvement in the ability to learn new things. These abilities make the learning process more productive. As a large part of students day is spent at school their emotional well-being is directly related to emotional well-being of pedagogues. It is crucial that a pedagogue is able to be aware of their own emotions and feelings and knows how to accept them and use them in solving pedagogical situations, as well as improving of his/her own life while still acting within professional ethical norms.

Искусственный интеллект (Artificial Intelligence - AI) в настоящее время это уже не просто модное название и словосочетание, а система мышления (когнитивная система), моделирующая работу головного мозга, мышления и принятия им целого спектра решений, в том числе и управленческих. Искусственный интеллект - реализуемая с помощью программно-аппаратного обеспечения и использующая разнообразный набор типов интерфейсов и их сочетаний, позволяющих осуществлять практически полноценную замену традиционно используемых человеческих мыслительных и управленческих функций для решения как теоретических, так и практических задач, начиная от простых, легко структурируемых задач и вплоть до задач, характеризующихся неопределенностью. В статье рассмотрены этапы последовательной реализации искусственного интеллекта. Приведен пример создания навыка для голосового ассистента на языке PHP. Artificial intelligence (AI) is now not just a fashionable name and phrase, but a thinking system (cognitive system) that simulates the work of the brain, thinking and making a whole range of decisions, including managerial ones. Artificial intelligence - implemented with the help of software and hardware and using a diverse set of interface types and their combinations, allowing for almost complete replacement of traditionally used human thinking and management functions for solving both theoretical and practical tasks, ranging from simple, easily structured tasks and up to tasks characterized by uncertainty. The article discusses the stages of the sequential implementation of artificial intelligence. An example of creating a skill for a voice assistant in PHP is given.

The topic of psychoactive drugs is one of inherent interest to college students. We used this insight to design and implement a multidisciplinary undergraduate course with psychoactive drugs as the central theme. The Medical Science of Psychoactive Drugs examines the biological mechanisms underlying all major effects of psychoactive drugs, including the effects on the brain and other organs and tissues. Physiological principles, molecular mechanisms, and genetic factors involved in drug-induced therapeutic and adverse effects are emphasized. The course is open to undergraduate students at all levels and carries no prerequisites, and enrollment is limited to ∼50 students. Major teaching modes include lecture, short homework papers on topics related to the previous class meeting, small-group discussions at several points during each class, and whole class discussions. Because of the diversity of students' knowledge of basic science, we employ a variety of methods designed to help students grasp the necessary scientific concepts. Our methods are intended to be inquiry based and highly interactive. Our goals are 1) to foster the development of an organized knowledge base about psychoactive drugs that will have practical applicability in the daily lives of the students; 2) to promote the rational application of this knowledge in thinking about current medical, social, legal, and ethical issues involving psychoactive drugs; and 3) to cultivate science literacy, critical thinking, and communication skills among students.

Individual differences in scene imagination, autobiographical memory recall, future thinking and spatial navigation have long been linked with hippocampal structure in healthy people, although evidence for such relationships is, in fact, mixed. Extant studies have predominantly concentrated on hippocampal volume. However, it is now possible to use quantitative neuroimaging techniques to model different properties of tissue microstructure in vivo such as myelination and iron. Previous work has linked such measures with cognitive task performance, particularly in older adults. Here we investigated whether performance on scene imagination, autobiographical memory, future thinking and spatial navigation tasks was associated with hippocampal grey matter myelination or iron content in young, healthy adult participants. Magnetic resonance imaging data were collected using a multi-parameter mapping protocol (0.8 mm isotropic voxels) from a large sample of 217 people with widely-varying cognitive task scores. We found little evidence that hippocampal grey matter myelination or iron content were related to task performance. This was the case using different analysis methods (voxel-based quantification, partial correlations), when whole brain, hippocampal regions of interest, and posterior:anterior hippocampal ratios were examined, and across different participant sub-groups (divided by gender and task performance). Variations in hippocampal grey matter myelin and iron levels may not, therefore, help to explain individual differences in performance on hippocampal-dependent tasks, at least in young, healthy individuals.

The purpose of this study is to solve the following problems. The first task concerns the determination of the form of correspondence of factors that model the technological activity of the “process” and “resource” with factors that are subjected to simultaneous processing according to the central regularity of the integrative activity of the brain. The second task concerns the determination of possible forms of relationships for technological activity factors “process” and “resource” with concepts that characterize thinking processes, namely: “reflection”, “data”, “information”, “knowledge”, “meaning”, “thinking”, “intelligence”, “semantic thinking”, “understanding”. From the above analysis of the problems of representation, processing, and acquisition of knowledge, it follows that the main problem is the mismatch of the laws of formal logic with logic, which is realized in the thinking processes of living beings. Human intelligence in the theory of artificial intelligence is perceived as an auxiliary tool. In the theory of artificial intelligence, the model of an artificial neuron copies its structure but does not reproduce the processes that are realized in it. From a philosophical point of view, the basic concepts that reveal the content of thinking processes are the concepts of “reason” and “mind”. Moreover, the main property of the mind is its dialectics, which is manifested through the concept of "measure". The content of the concept of “measure” is defined in the form of a dialectical unity of the concepts of “general” (qualitative definition) “single” (quantitative definition). The methodological basis for the construction of all logical models is the methodology of a holistic approach based on which a logical model of holistic semantic activity is formed. In this model, the content of "duality" of the content of the concept of "activity" is disclosed. This ensured the definition of the principle of organizing the intellectual system into an organized whole in the form of the dialectical unity of certain tasks, as well as the principle of self-organization of its activities in the form of a mechanism to ensure compliance with the results of solving these problems. Based on the hypothesis about the equivalence of the technological activity of the natural intellectual system using the “process” and “resource” factors and the process of semantic thinking based on the central regularity of the integrative activity of the brain, a logical model for structuring excitations on the theory of functional systems has been developed. This model, along with the logical model of semantic activity (process), serves as the basis for the formation of logical models of levels 0 - 4. The principle of heuristic self-organization in the form of a fourth heuristic, namely, dialectical self-organization for the concepts of “general” “single”, is a fundamental principle of heuristic self-organization of pairs of factors for logical models. The architectures of these logical models are formed using two pairs of factors defined for each model. The fifth principle of heuristic self-organization follows from this: the architecture of logical models of semantic thinking and semantic activity are formed using two pairs of factors defined for each logical model, the elements of each of which are connected by cause-effect relationships, which in meaning correspond to pairs of process and resource factors, and correspond to the architecture of the Cartesian coordinate system.

Unfavorable gliomas: The basis for single-fraction stereotactic radiosurgery (SRS) is largely historical in nature and rooted in conventional thinking. This is derived from the original use of SRS in the treatment of arteriovenous malformations (AVMs), where the benefit of single-fraction high-dose radiation is clearly optimal in terms of addressing AVM obliteration kinetics. However, tumor cell kinetics are not the same as AVM obliteration kinetics and therefore may not be optimally addressed by single-fraction SRS. In addition, fractionated (F) SRS, as compared to single-fraction SRS, should allow for sparing of normal tissue damage. The relatively noninvasive nature of SRS allows for the potential of exploiting the use of FSRS and also allows for consideration of delivering FSRS in a split-course fashion. This provides an additional advantage over what can normally be achieved by use of stereotactic brachytherapy, in that sterotactic brachytherapy is likely to be performed only once in the course of a patient's primary treatment. This strategy exploits tumor and/or normal tissue cell kinetics, inclusive of attempting to counteract the initial accelerated tumor growth phase pre-CEBRT(conventional external beam radiation therapy), thereby decreasing the rate of clinical tumor progression during CEBRT. This split-course design should also help to counteract the effect of accelerated tumor repopulation post-CEBRT. Our unique experience with this approach in patients with unfavorable gliomas will be reviewed. Brain metastases: While whole brain radiation therapy (WBRT) remains a standard of care in patients with brain metastases, it's potential neurocognitive morbidity remains a poorly understood concern. Despite this, and with an increasing role of surgery and/or SRS in the primary management of patients with brain metastasis, recently reported experiences withholding WBRT as part of primary therapy for brain metastases have not analyzed the potential effects on neurological functional status and/or neurocognition associated with the increased risk of brain tumor recurrence seen with such a strategy. We recently evaluated the risk of symptomatic brain tumor recurrence and associated neurologic deficit in 36 patients treated for newly diagnosed unresected brain metastases treated by Gamma Knife SRS alone followed by planned observation. Among the 17 patients (47%) developing brain tumor recurrence, 71% (12/17) were symptomatic and 59% (10/17) had an associated neurologic deficit. Also of interest, the author (WFR) performed a secondary analysis of a randomized phase III study of accelerated hyperfractionation (AH) versus standard accelerated fractionation (AF) in patients with unresected brain metastases. Control of brain metastases had a significant impact on MMSE. It is only among patients with “uncontrolled” brain metastases that a drop in MMSE score is seen. Details of these studies, along with others, will be reviewed and implications with regards to the complementary role of WBRT in patients undergoing SRS for brain metastases will be discussed.

Abstract Alzheimer’s disease is a progressive brain disease that slowly destroys memory and thinking skills. Alzheimer’s is characterized by an increase in Aβ plaques , and tau tangles. Neurons in the brain have axons covered in myelin sheath that connect microglia and astrocytes. The myelin sheath is composed of about 70% lipid composition; Sulfatide contributing to 30% overall. Sulfatide changes the morphology of primary microglia to their activated form. To study the role of microglia activation and sulfatide levels, three different mouse models were created: APP KI mice, CST Whole Body Ko mice, and cCST (conditional) KO. In order to create the genotype of the APP KI mice, a breeding mouse line was created. The APP KI gene had to be introduced in Plp1-Cre and cCST KO crossed mice to receive a working mouse model. During the duration of breeding for the APP KI mice, a preliminary experiment was performed on the CST KO mice. These mice were given the PLX3397 diet with the aim to remove the microglia and to see the effect of Aβ plaques. The PLX3397 will reduce the microglia targeting the CSF1R. After consuming the diet, the mice were harvested to collect tissues from the brain and spinal cord. Lipidomics and immunohistology were performed. In conclusion, we will continue the breeding of the CST flox/flox / Plp1-Cre / APP KI mice, and the drug dosage and treatment to be used in our APP KI mice will be based on preliminary data from our CST mice.

"Though undeclared, the issue dealt with in this text is accessibility. Arranging the words into sentences and building a coherent discourse requires a mandatory clarity of the purposes and, implicitly, of the methods that enable the transmission and acquisition of information. Thus, the most effective genre of the discourse is the tale, also joined by the non-invasive quality of hypothesis: a tale in several hypotheses. At the heart of this tale is musicology, the most non-musical way to approach music, but also the most powerful epistemological tool to know its meanings, structures and images. The non-musicality of this scientific discipline lies in its notionality, standing in a radical opposition to the intuitiveness of composition as an art. But by positioning the art of performance between the two seemingly “irreconcilable” poles, it becomes clear that all three practices are in reality three inseparable functions of a whole that is musical thinking. And musicology acquires the chance to overcome the “stigma” of literariness through the “synesthetic” relationship with myth and poetry. Keywords: Tale, Musicology, mousike techné, logos, myth, poetry, Univers and Brain "

This research discusses satirism in Djarum 76 Filter Gold advertisement - Caleg Cerdas version. This research uses Roland Barthes's semiotic thinking approach. Where the meaning of the message is obtained from the first sign (denotation) in the form of audiovisual that appears and captured by our five senses and has another meaning behind the first meaning (connotation) and the second meaning (myth). Djarum 76 Filter Gold advertisement Caleg Cerdas version aired during the democratic party took place or before May 21, 2019. The element of satirism in this ad is displayed with humor where these elements as a whole can be found scene by scene in this ad. From the results of the study there were six (6) types of satirism / satire for the legislative candidates: Empty Brain, Ecek-Ecek Brain, Off-Air Brain, Wani Piro Brain, Dugem Brain and Music. After concluding, it can be concluded that there is a satirism contained in Djarum 76 Filter Gold adverstisment – Caleg Cerdas version is legitaslitve candidates are stupid, believes in mystical things and hopes somethins instant without working hard. Penelitian ini membahas tentang bagaimana gaya satirisme cerdas dalam iklan Djarum 76 Filter Gold versi Caleg Cerdas. Penelitian ini menggunakan pendekatan pemikiran semiotika Roland Barthes. Dimana makna pesan tersebut diperoleh dari tanda pertama (denotasi) berupa audio visual yang muncul dan ditangkap oleh panca indera kita serta memiliki makna lain dibalik makna pertama (konotasi) dan makna kedua (mitos). Iklan Djarum 76 Filter Gold versi Caleg Cerdas ditayangkan saat pesta demokrasi berlangsung atau sebelum tanggal 21 Mei 2019. Unsur satirisme pada iklan ini ditampilkan dengan penuh humor dimana unsur-unsur ini secara keseluruhan dapat ditemukan adegan per adegan dalam iklan ini. Dari hasil penelitian terdapat enam(6) macam sindiran/satire untuk para caleg yaitu: Otak Kosong, Otak Ecek-Ecek, Otak Off-Air, Otak Wani Piro, Otak Dugem dan Musik. Setelah disimpulkan, dapat disimpulkan terdapat makna satir yang terkandung pada iklan Djarum 76 Filter Gold versi Caleg Cerdas berupa seorang caleg yang kurang pintar yang mempercayai hal klenik atau mistis dan mengharapkan suatu hal yang instan tanpa bekerja keras.

Reality can be interpreted in many ways, but two distinctly different ways are the mental and the emotional interpretation. The traditional way of thinking in science today is the first: an often simple and mechanical interpretation of reality that empowers us to handle the outer physical world with great, often brutal efficiency. The development of a mind that enables us to handle the outer physical world and survive makes a lot of sense from an evolutionary perspective; the problem is that the mental reason and linear logic reduces all phenomena to well-defined interacting objects, which might not exist from a deeper perspective of reality. A more intuitive way to interpret the world makes much more sense, when it comes to our human relations. So to function as a human being, we need both these two ways of seeing the world, and two different modi operandi. In many patients, we find an internalized conflict between logical and mental reasoning on one hand, and emotional and sexual approach to reality and human needs on the other. We speculate that this conflict causes the deep emotional problems that really are the basis of most human diseases. Only by merging brain-mind and body-mind will we be whole and free and truly ourselves. We need to develop our mental understanding, deepen our cosmology, and develop our sexuality and body-mind in order to make them meet and merge. To facilitate this existential healing, we propose a third integrative way of looking at our human nature, which we call “the energetic-informational interpretation of reality”. What it does is allows us to look at both brain-mind and body-mind as a highly structured field of “energy and information”. Energy and information are actually the same from a scientific point of view; when the world is seen through the body-mind, it looks more like energy; when seen though the brain-mind, it looks more like information.

The representational account of memory envisages perception and memory to be on a continuum rather than in discretely divided brain systems [Bussey, T. J., & Saksida, L. M. Memory, perception, and the ventral visual-perirhinal-hippocampal stream: Thinking outside of the boxes. Hippocampus, 17, 898–908, 2007]. We tested this account using a novel between-group design with young grapheme-color synesthetes, older adults, and young controls. We investigated how the disparate sensory-perceptual abilities between these groups translated into associative memory performance for visual stimuli that do not induce synesthesia. ROI analyses of the entire ventral visual stream showed that associative retrieval (a pair-associate retrieved in the absence of a visual stimulus) yielded enhanced activity in young and older adults' visual regions relative to synesthetes, whereas associative recognition (deciding whether a visual stimulus was the correct pair-associate) was characterized by enhanced activity in synesthetes' visual regions relative to older adults. Whole-brain analyses at associative retrieval revealed an effect of age in early visual cortex, with older adults showing enhanced activity relative to synesthetes and young adults. At associative recognition, the group effect was reversed: Synesthetes showed significantly enhanced activity relative to young and older adults in early visual regions. The inverted group effects observed between retrieval and recognition indicate that reduced sensitivity in visual cortex (as in aging) comes with increased activity during top–down retrieval and decreased activity during bottom–up recognition, whereas enhanced sensitivity (as in synesthesia) shows the opposite pattern. Our results provide novel evidence for the direct contribution of perceptual mechanisms to visual associative memory based on the examples of synesthesia and aging.

It is becoming increasingly clear that there is an infinite number of definitions of intelligence. Machines that are intelligent in different narrow ways have been built since the 50s. We are entering now a golden age for the engineering of intelligence and the development of many different kinds of intelligent machines. At the same time there is a widespread interest among scientists in understanding a specific and well defined form of intelligence, that is human intelligence. For this reason we propose a stronger version of the original Turing test. In particular, we describe here an open-ended set of Turing++ Questions that we are developing at the Center for Brains, Minds and Machines at MIT — that is questions about an image. Questions may range from what is there to who is there, what is this person doing, what is this girl thinking about this boy and so on. The plural in questions is to emphasize that there are many different intelligent abilities in humans that have to be characterized, and possibly replicated in a machine, from basic visual recognition of objects, to the identification of faces, to gauge emotions, to social intelligence, to language and much more. The term Turing++ is to emphasize that our goal is understanding human intelligence at all Marr’s levels — from the level of the computations to the level of the underlying circuits. Answers to the Turing++ Questions should thus be given in terms of models that match human behavior and human physiology — the mind and the brain. These requirements are thus well beyond the original Turing test. A whole scientific field that we call the science of (human) intelligence is required to make progress in answering our Turing++ Questions. It is connected to neuroscience and to the engineering of intelligence but also separate from both of them.

Abstract Some studies suggest a link between creativity and rapid eye movement sleep. Narcolepsy is characterized by falling asleep directly into rapid eye movement sleep, states of dissociated wakefulness and rapid eye movement sleep (cataplexy, hypnagogic hallucinations, sleep paralysis, rapid eye movement sleep behaviour disorder and lucid dreaming) and a high dream recall frequency. Lucid dreaming (the awareness of dreaming while dreaming) has been correlated with creativity. Given their life-long privileged access to rapid eye movement sleep and dreams, we hypothesized that subjects with narcolepsy may have developed high creative abilities. To test this assumption, 185 subjects with narcolepsy and 126 healthy controls were evaluated for their level of creativity with two questionnaires, the Test of Creative Profile and the Creativity Achievement Questionnaire. Creativity was also objectively tested in 30 controls and 30 subjects with narcolepsy using the Evaluation of Potential Creativity test battery, which measures divergent and convergent modes of creative thinking in the graphic and verbal domains, using concrete and abstract problems. Subjects with narcolepsy obtained higher scores than controls on the Test of Creative Profile (mean ± standard deviation: 58.9 ± 9.6 versus 55.1 ± 10, P = 0.001), in the three creative profiles (Innovative, Imaginative and Researcher) and on the Creative Achievement Questionnaire (10.4 ± 25.7 versus 6.4 ± 7.6, P = 0.047). They also performed better than controls on the objective test of creative performance (4.3 ± 1.5 versus 3.7 ± 1.4; P = 0.009). Most symptoms of narcolepsy (including sleepiness, hypnagogic hallucinations, sleep paralysis, lucid dreaming, and rapid eye movement sleep behaviour disorder, but not cataplexy) were associated with higher scores on the Test of Creative Profile. These results highlight a higher creative potential in subjects with narcolepsy and further support a role of rapid eye movement sleep in creativity.

Resumen: Desde las ciencias cognitivas se entiende el pensamiento en términos de estructuras de representaciones mentales sobre las que operan procesos computacionales. En el modelo representacional-computacional de la mente se recurre a una compleja analogía triádica que vincula mente, cerebro y ordenadores. La mayoría de estos modelos son simbólicos, aunque también existen modelos representacionales no simbólicos (conexionismo) y modelos cognitivos no representacionales de la mente. El análisis de los diferentes enfoques cognitivos sobre las representaciones y los procesos mentales en el marco de la ciencia cognitiva y de sus ventajas y limitaciones revela que se trata de enfoques que no tienen por qué ser excluyentes entre sí y que en muchos de los casos se complementan, aunque también se constata la ausencia de una teoría unificada al respecto. Tras considerar los puntos débiles tanto del modelo simbólico computacional clásico como del conexionismo, reconociendo los avances significativos propiciados por ambos en el estudio de la mente, se concluye que no existe todavía ningún modelo computacional con capacidad representacional para abarcar todo el pensamiento humano. About the representational nature of the mind. The representational mind. Abstract: According to cognitive science, thinking is understood as structures of mental representations on which computational processes operate. In the representational-computational model of the mind, we resort to a complex triadic analogy that links mind, brain and computers. Most of these models are symbolic, although there are also non-symbolic representational models (connectionism) and non-representational cognitive models of the mind. The analysis of the various cognitive approaches on the representations and the mind processes within the framework of the cognitive sciences and of their advantages and limitations reveals that these approaches do not have to mutually exclusive and that, in many of the cases, they complement each other. However, the lack of a unified theory regarding this matter has also been stated. After considering the weak points of both the classic computational symbolic model and the connectionism, acknowledging the significant progresses made by both in the study of the mind, we conclude that there is still no computational model with representational capacity to cover the whole human thinking.

Edward Do Bono argues that while traditional logical thinking of the sort developed by the ‘Gang of Three’—Socrates, Plato and Aristotle—is immensely valuable, it is, by itself, inadequate. In this article, De Bono explains why he believes other, more creative forms of thinking need to be developed as new ‘software for the brain’.

Abstract Guidelines on T4 + T3 combination therapy were published in 2012. This review investigates whether the issue is better understood 7 years later. Dissatisfaction with the outcome of T4 monotherapy remains high. Persistent symptoms consist mostly of fatigue, weight gain, problems with memory and thinking and mood disturbances. T4 monotherapy is associated with low serum T3 levels, which often require TSH-suppressive doses of L-T4 for normalization. Peripheral tissue thyroid function tests during T4 treatment indicate mild hyperthyroidism at TSH < 0.03 mU/L and mild hypothyroidism at TSH 0.3–5.0 mU/L; tissues are closest to euthyroidism at TSH 0.03–0.3 mU/L. This is explained by the finding that whereas T4 is usually ubiquinated and targeted for proteasomal degradation, hypothalamic T4 is rather stable and less sensitive to ubiquination. A normal serum TSH consequently does not necessarily indicate a euthyroid state. Persistent symptoms in L-T4 treated patients despite a normal serum TSH remain incompletely understood. One hypothesis is that a SNP (Thr92Ala) in DIO2 (required for local production of T3 out of T4) interferes with its kinetics and/or action, resulting in a local hypothyroid state in the brain. Effective treatment of persistent symptoms has not yet realized. One may try T4 + T3 combination treatment in selected patients as an experimental n = 1 study. The 2012 ETA guidelines are still valid for this purpose. More well-designed randomized clinical trials in selected patients are key in order to make progress. In the meantime the whole issue has become rather complicated by commercial and political overtones, as evident from skyrocketing prices of T3 tablets, aggressive pressure groups and motions in the House of Lords.

IntroductionAccording to modern scholars (N. Maslova, B. Astafiev), one of the important reasons for the global planetary crisis, including modern educational system in particular, is violation of the conformity of nature principles in the process of perception and cognition of the world, which is conditioned by the advantages of the development of logical and rational thinking and insufficient development of figurative, spiritual-intuitive thinking in the contemporary school of all levels.The modern system of education at all levels (school, higher education, postgraduate studies, and doctorate) is aimed primarily at the development of mechanisms of the left hemisphere that are rational, logical thinking, and analytical perception of reality.Such a one-way orientation leads to inhibition of right-sided processes, does not contribute to the development of creativity, disclosure and activation of the spiritual and intuitive capabilities of the individual, as well as to alienation of individual from the World, loss of personal sense of integrity, unity with the World; that is, to the disharmony of individual with his/her own nature and environment.Personal development of an individual in modern conditions takes the form of "Homo technicus" ("technical person"), "Homo informaticus" (“informational and technogenic person”), "Нomо соnsumens" (“person who consumes”), "Reified man" ("material surplus person"), "Nomo Festivus" ("person who has fun") (Butenko, 2017). As a result, a person with a technocratic, rational thinking, pragmatic and consumer attitude towards the world is brought up, and as a consequence, harmony in the "man-man", "man-nature", "man-society", "man-universe" systems, and correspondingly, the equilibrium in the integrated information-energy system interaction "Man – Society – Earth –Universe" are violated.Approach In contemporary education of all levels, high ontological and existential goals are not set, and not enough attention is paid to the spiritual and mental health of the individual, in particular to problems of spiritual self-knowledge, self-development, self-regulation and self-realization, thus leading to the formation of consumer psychology, dominance of pragmatic values, loss of spirituality, upbringing of a human – destroyer, a soulless person, but not a creator.One of the ways out from the planetary global crisis in the area of a contemporary education in particular, is the noosphereization of education, the imperative task of which is formation of the noospheric individual, actualization of his/her spiritual and intuitive potential, training of the noosphere integral harmonious bioadequate environmentally healthy mindset, which is based on a conscious total ownership of logical (left cerebral hemisphere) and creative, spiritual-intuitive (right cerebral hemisphere) thinking that, due to correspondence with both huamn nature and the laws of the cosmoplanetary world, will provide the individual with possibilities to adequately and fully (at the information and energy levels) perceive and recognize the surrounding world, and to interact with it on a spiritual basis.Results and Discussion The problem of intuition always remains relevant throughout the history of mankind. Among the scholars of the late XX century - beginning of the XXI century the problem of intuition and harmonization of the activity of the left and right hemispheres of the brain has been studied by such researchers as G. Kurmyshev, N. Maslova, Osho Bhagwan Sri Rajneesh, I. Smokvina and others. Modern psychophysiological science explains the nature of intuitive thinking and cognition: the human mind combines the ability to integrate and develop both intellectual and intuitive knowledge that modern scientists associate with the activity of the left and right cerebral hemispheres. According to psychological science, the two hemispheres of the brain cognize and reflect the surrounding world differently and, thereafter transform information in their own ways. The left hemisphere "sees" objects as discrete, separated; it is responsible for logic and intellect, verbal thinking, application of sign information (reading, counting, language), and is characterized by the ability for logical, rational, mathematical, and scientific thinking. The right hemisphere binds objects into a single whole; it is responsible for emotions, creative thinking, intuition (unconscious processes). Thanks to the right hemisphere, a holistic image of the world is formed, and the left hemisphere gradually collects the model of the world from separate, but carefully studied details. "Left- hemisphered" thinking is associated with the ability for consistent, step-by-step cognition, which has respectively analytical rather than synthetic character. "Right- hemisphered" thinking is linked to the ability for integral, voluminous and complete cognition, space spatial immediate perception of the world in all of its information-energy interrelations and interactions.Logic and intuition, rational and intuitive paths – are different aspects of the unified process of cognition, and if the intellect can be regarded as the earthly beginning in humans, then intuition – is a spiritual primary source, a phenomenon of nonlinear, unearthly thinking, the logic of the Higher Being, the logic of the Almighty. As was very wittily pointed out by Osho Bhagwan Shree Rajneesh, logic – the way our mind cognizes our reality, intuition – is how the spirit passes through the experience of reality (Maslova, 2006). Therefore, logic and intuition are two mutually conditioned mechanisms of scientific cognition that supplement and do not exist in isolation from one another. If the function of intuition in this interaction lies in creative discoveries, inventions, awareness of the true essence of things and phenomena, then the task of the scientific method, acting as an assistant of intuition, is to endeavor to comprehend new ideas, explain them from the point of view of earth science at the logical level, and "adapt" to our reality.Given this, rational and intuitive paths must complement, enrich and explain each other, interact in sync, in synthesis.Intuition is an organic component of the spiritual and psychic nature of the individual. Therefore, the problem of the development of intuition and harmonization of the discourse-logical and spiritual-intuitive components of thinking is extremely important at all levels of contemporary education. This is especially true for student youth, since students are the future spiritual and creative potential of the country, and therefore it is extremely important to reveal and develop their spiritual and intuitive abilities, to harmonize their mental-spiritual sphere, which promotes spiritual self-healing of both the individual and the environment, and harmonization of relations in the world. In the context of the modern information and energy paradigm, intuition is considered as a special mental state of a highly spiritual person, in which he/she deliberately initiates informational and energetic contact with any object of the Universe, in the physical or subtle world, "connects" to its information field, "reads out", "decrypts" and analyzes necessary information. This information-energy interaction is perceived by the individual as the process of connection, merging with the object being studied, which enables instant cognition of its true essence (Smokvina, 2013). As the analysis of the literature on the research problem testifies, if the activity mechanisms of the left hemisphere of the brain are relatively studied in modern science, the problems of the individual’s intuitive updating potential and harmonization of the activity of logical and intuitive cognitive processes are being investigated.According to many scholars, the ability for intuition is inborn in every human; however, unfortunately, in most people it is in a latent state. And only due to intense conscious work of the individual regarding their own spiritual self–cognition and self–perfection, one can discover and develop personal spiritual and intuitive abilities.According to the results of our theoretical study the general conditions contributing to the disclosure and development of intuition are as follows: (Tyurina, 2017) • Ability to cope with one’s own passions, emotions, feelings, thoughts, and achievement of the state of internal silence, voicelessness;• Formed self-motivation for spiritual self–cognition and self–perfection;• Achievement by the individual of the corresponding spiritual level: the higher the spirituality of the human, the more clearly his/her ability is expressed to obtain a higher spiritual knowledge: information and energy interaction, contact with higher levels of psychic reality;• Conscious desire, willingness of the individual to use intuitive cognition that helps overcome information-power resistance, the barrier that exists between a subject and an object, helps create harmony, assonance, interaction with the object being studied;• Intuitive human confidence: deep inner belief in personal intuitive capabilities and ability for intuitive cognition and self-cognition;• Humanistic orientation of the individual and his/her internal psychological properties such as: altruism, active love for all living beings on the Earth, empathy, ability to express compassion, care, and self-consecration, conscious desire to live in harmony with oneself and the world;• Nonjudgmental practice, which consists of the ability of a person to abandon assessments, classifications, analysis, which creates favorable conditions for immersion into the information space around us, makes it possible to connect to the information-energy field (biofield) of the object being studied;• Sense of inner unity with the world, awareness of oneself as a part of mankind, of the Earth, of the Universe, and a feeling of deep responsibility for the world and for ourselves in the world;• Striving for personal self-realization for the benefit of the cosmoplanetary world.In our opinion, the ways of actualization of intuition and harmonization of the activity of logical and intuitive components of the process of cognition should be attributed to the following (Tyurina, 2018):• Concentration, concentration of human consciousness of the subject being studied, deep and thorough knowledge of it.Psychological mood, deep concentration, focus of human consciousness on the subject of research lead to intuitive penetration into its essence, comprehension of the subject of study as if "from within." An intuitive act of cognition is the result of a huge concentration of all human efforts on a particular problem, deep and thorough knowledge of it, mobilization of all its potencies. In particular, for almost 20 years, D. Mandeleev worked continuously on the systematization of chemical elements, and only after that he "saw" his periodic system of elements in his dream. At academician M. Shchetynin school students spend 21 days (6 lessons daily) studying only one academic discipline for the purpose of deep penetration into its essence - information-energy merger, connection with the subject being studied, into a single whole, that is, achieving an intuitive level of comprehension.• Spiritual practices (prayer, meditation).Prayer and meditation are effective ways of spiritualizing a person, awakening and activating his/her intuitive potential. Through prayer, meditation a person learns to adjust to nature and Cosmos, eternity and infinity, the World Harmony, reaches consonance with the World, and permeates its inner essential depth with the heart.It is believed that it is prayer that promotes the spiritual purification of both the human soul and the surrounding world. During a heart-warming prayer a human comes to enlightenment and spiritual enlightenment, intuitive enlightenment.In the process of prayer, meditation, the right and left hemispheres of the brain begin to work synchronously, which makes the brain function in resonance with the Field of Consciousness or the Field of Information - Noosphere.• Spiritual processing of the corresponding religious, spiritual and philosophical sources, fine arts, classical music, information-energy interaction which raises the spiritual level of an individual, awakens his/her intuitive abilities.Spiritual literature is an important way of discovering and developing intuition and harmonizing the activity of intuitive and logical components of thinking, since information and energy interaction with spiritual literature contributes to individual’s spiritual growth, disclosure and development of intuition, and harmonization of personal intuitional and intellectual sphere.It should be noted that various forms of art, in particular, visual and musical, play a special role in the process of disclosure and development, intuition, harmonization of the logical and figurative, spiritual and intuitive perception of reality.The spiritual potential of art is, first of all, that in itself, creating spiritual values, spiritualizes a person, and interprets personality as a phenomenon of a global planetary-cosmic nature. True art has an ecumenical, cosmic dimension. The best masterpieces of world art transfer the idea of unity of humans with the world, their harmonious interaction.The creativity of great artists contributes to the disclosure and development of the personality's spirituality, the heart's perception of the world, the cultivation of the Cosmic Worldview, and directs the person to high ideals.Musical art is one of the most important means of revealing and developing intuition, harmonizing its spiritual and intuitive basis.The results of research by modern scholars show that classical, spiritual music activates the spiritual-intuitive sphere, harmonizes the person, gives a sense of joy and rest, and helps to restore spiritual and mental balance.It has been scientifically proven that classical musical compositions based on the perfection of harmony and rhythm, especially the works of J. Bach, L. Beethoven, J. Brahms, A. Vivaldi, G. Handel, F. List, F. Mendelssohn, A. Mozart, S. Rakhmaninov, O. Scriabin, P. Tchaikovsky, F. Chopin, F. Schubert, R. Schumann and others have a positive effect on the individual on the spiritual, mental and physiological levels, since classical music relates mainly to the natural rhythms of the human body. This music causes not only positive emotions, but also represents a powerful energy force that inspires humans and the world: makes a person more perfect and the world more beautiful.Consequently, fine arts, classical music, contribute to the disclosure and development of the spiritual and intuitive potential of the individual, to harmonization of his/her intuitive-intellectual sphere; they help the person to grow spiritually and be filled with high spiritual energy, accordingly, to change, and improve the natural and social environment.- Bioadequate REAL-methodology of noosphere education (N. Maslova), in which stages of relaxation (accumulation of information, work of the right creative hemisphere in a state of rest), alternating with stages of activity (training of the left hemisphere: logic, analysis, synthesis of information) are presented. As a result, the work of the left and right cerebral hemispheres is synchronized, which promotes harmonization of consciousness, carries a beneficial influence on the spiritual, mental, social and physical health of the student's personality.The fundamental characteristics of the bioadequate method of noospheric education are:1. Health preserving - does not violate the nature of perception, processing and preservation of information.2. Corrective - restores the natural genetic sequence of work with the information and health of the student and the teacher.3. Developing - improves the body's reserves.4. Harmonizing - integrates all systems of the body and personality (Vernadsky, 2002).According to studies of the neuropathologist I. Smokvinova, PhD, bioadequate methods of noosphere education, taking into account the physiological and informational and energy resources of the individual, contribute to the harmonization of the work of the left and right cerebral hemispheres, awaken higher feelings, recharge with life energy, teach the ability to direct vitality to the realization of one’s own higher potential, which also has a beneficial effect on the spiritual, mental and physical health of the individual. Moreover, due to the application of a bioadequate technique, psychological and physiological stress is eliminated, and a positive emotional mood is created that heals the body and the student's psychics (Osho, 2000). According to N. Maslova, holistic thinking contributes to the acquisition of basic energy, biologically adequate to livelihoods programs (Kurmyshev, 2013).Many independent groups of scientists (teachers, psychologists, physicians, biologists) have proved that noosphere education, harmonizing the left and right hemispheres thinking, has a healing effect on the body of both the student and the teacher, contributes to the development of natural creativity.Practical valueResults of our study can be used in lectures and practical classes with students in medical psychology, psychology of creativity, social, general, pedagogical psychology, pedagogy (sections of didactics, spiritual and moral education), sociology, philosophy, etc.ConclusionsThus, the actualization of the spiritual and intuitive potential of the individual and the harmonization of the activity of the left and right cerebral hemispheres stimulates the disclosure of spiritual and creative abilities of the individual, fills the individual with spiritual energy, and the person becomes a source of spiritualization of himself/herself and the world, thus contributing to the spiritual and psychological improvement of society, humanity, and civilization in general, since at the information-energy level, "Man - Society - Earth - Universe" this is the only cosmoplanetary organism, all parts of which are mutually interconnected, interact and stipulate with one another. We consider that it is important in the future to develop appropriate special disciplines for all the sections of modern school and keep working in the direction of developing and incorporating into the content of the curricula, relevant pedagogical technologies aimed at the disclosure and development of the intuitive-mental sphere of the individual

The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age = 19.40 yr., SD = .80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.

The growth of online content has raised questions about how digital reading affects the brain and what kinds of reading instruction students need to be prepared for the future. Some researchers have noted that the need to process large amounts of information may be causing readers’ brains to become more suited to skimming than to deep reading. Maria Ferguson observes that this raises a dilemma for educators who prize the critical thinking and analytical skills that come from deep reading while recognizing that the ability to sift large amounts of material is a valued skill in today’s workplaces.

A survey of the information available on the biochemical differences between anoxia-sensitive brains of mammals and anoxia-tolerant brains of aquatic turtles reveals that the latter maintain membrane ion gradients, ATP concentrations, and, to a limited extent, electroencephalographic (EEG) activity, while metabolic rate is depressed during prolonged anoxia. In contrast, mammalian brains are unable to maintain ATP concentrations, ion gradients, and EEG activity during ischemia or anoxia despite a dramatic (albeit transient) Pasteur effect. This evidence indicates that rates of ATP utilization decrease during anoxia in anoxia-tolerant brains, while they are maintained (and not matched by glycolytic ATP production) in anoxia-sensitive brains. The implications with respect to possible mechanisms of "metabolic arrest" and the evolution of anoxia tolerance in vertebrate brains are discussed.

This commentary on Sophie Lewis’s essay, ‘Cyborg uterine geography: complicating care and social reproduction’ considers what a ‘uterine geography’ could offer for thinking about the body, sex, reproduction, pregnancy, birth, afterbirth, care, pain and love in new ways. While affirming the efforts in the text to generate a more complex, more-than-human and queer account of reproduction, it also raises several questions. How do narratives of maternal–fetal ‘violence’ or ‘generosity’ or ‘hospitality’ work in a broader social and political field, and more generally, how can scientific or evolutionary accounts of bodies be put to critical use in social theory? How does a ‘cyborg uterine geography’ differ from other feminist accounts of care? What are the possibilities of drawing on the ‘uterine’ as both a new material and symbolic figure, in the light of recent works that emphasize the potential for thinking feminist politics through the brain, the heart or the gut? And finally, what are the limits of a uterine geography?

Background -In today’s era lifestyle of people has become very mechanical. Everyone is running in a rat race for target achievement, which results in stress. This stress further effects on physical as well as mental health of an individual. Mental health is the balanced development of emotional attitudes and personality which live harmoniously with all society or community. Mental disorders are characterized by alternation in thinking, mood or behaviour associate with impaired functioning. Mental and behavioural disorders are found in all age groups, and the prevalence rate is about 10%. To overcome these problems, everyone should concentrate on prevention and promotion of health. For physical health healthy diet, daily regimen, seasonal regimen & exercise etc. are the preventive major, and for prevention of mental health Sadvrit-tapalan, application of Acharrasayana, yoga & meditation practises are essential. Yoga consists of eight processes, in this Pranayam is very important to achieve control on Indriyas that is sense organs. Bhramari Pranayam is one of significant type of Ashtakumbhaka & very easy to practice. Vibrations produced due to humming sound of Bhramari Pranayam affects directly on the hypothalamus of the brain, causing a resonance in mind which relieves stress and produces calmness and happiness in the whole body. This arti-cle deals with the role of Bhramari Pranayama in prevention and promotion of mental health to provide a better solution. Aim - To study the role of Bhramari Pranayama in prevention and promotion of mental health. Setting & Design – Literary study. Material & Methods - The present investigation is based on primary & secondary sources of data mainly collected from literature studies of various Ayurvedic Samhitas & texts as well as numerous published research articles. Results & Conclusions This study illustrates that Bhramari Pranayama plays an important role in prevention of mental health as well as curative effects on mental disorders like stress, anxiety depression. According to Ayurveda, regular practice of Bhramari Pranayama decreases the Raja and Tamadosha and increases Satvaguna, which further helps to build mental health. There is a considerable scope to study the effect of Bhramari Pranayam through clinical trials to develop the present study.

AbstractNeural reuse theories suggest that, in the course of evolution, a brain structure may acquire or lose a number of cognitive uses while maintaining its cognitive workings (or low-level operations) fixed. This, in turn, suggests that homologous structures may have very different cognitive uses, while sharing the same workings. And this, essentially, is homology thinking applied to brain function.

Earlier we discovered gender-specific multiyear variations in functional brain asymmetry (FBA) indices, synergistic with variations in geocosmic processes [Volchek, 2013]. FBA serves as a foundation for different types of learning, perception and processing of information. In its turn, type of learning dominating in society manifests itself in social processes, cultural events and working styles of inventors and artists. The purpose of this work was to study thinking and musical creativity indices in relation to geocosmic processes. With Torrance method, we collected data about logical, intuitive and combined thinking styles in over 3400 citizens of St. Petersburg, Russia, born in 1930–1991. Gender-specific daily, seasonal and multiyear variations in thinking indices were revealed at p≤0.001. Content analysis of 3352 Soviet songs and romances composed in 1935–1982 showed evolution of musical thinking.Of special interest is the data on multiyear variations in thinking indices in relation to geocosmic conditions. Significant and reliable variations in thinking types were discovered. For instance, the highest scores for logical thinking type (114.2) were found in men born in 1956, while the lowest scores (82.6) were found in men born in 1959, p≤0.001. According to the results of correlation analysis for the periods of 1940–1991 and 1946–1991, there are correlations between variations in thinking types and geocosmic indices. The most influential factors are Earth’s rotation rate ERR and interplanetary magnetic field IMF. With these indices rising in year of birth and preceding year, scores for left-brain logical thinking type increase, p≤0.001.Conclusion: geocosmic processes influence coordination and activation of human brain hemispheres, as well as leading thinking type in society and evolution of music. Such phenomena can be reflected in social processes up to emerge of periods of so-called Thaw or Cold war.

AbstractThis dialogue is on the nature of thought and thinking. The five disputants are Socrates, an imaginary neuroscientist from California (whose opinions reflect those of contemporary cognitive neuroscientists), an Oxford don from the 1950s (who employs the linguistic analytic techniques of his times), a Scottish post-doctoral student, and John Locke (who speaks for himself). The discussion takes place in Elysium in the late afternoon. They examine the idea that thinking is an activity of the mind or the brain, whether the medium of thought consists of words or ideas, whether thoughtful speech is speech accompanied by thought, whether thinking, i.e. reasoning and inferring, is a process, and what is meant by the claim that ‘thinking is the last interpretation’. The dialogue ends when the protagonists go to dinner, but will be resumed after the meal.

The purpose of the study is to identify the neuropsychological features of primary school children (unformed lateralization of the brain hemispheres) that substantiate the necessity for changes in the organization of their learning process. The data of the research demonstrated the need to classify children of primary school age in accordance with the characteristics of their perception and the type of thinking. In the system of interactions between the brain hemispheres, signal systems and the type of thoughts, 7-8 year old pupils displayed the priority of reflecting the world through the first-signal system, stimulating the dominance of the activity of the right hemisphere, which determines the dominance of visual thinking. Children who are from 9 to 10 years old are characterized by the reflection through a second-signal system, a shift of the brain lateralization to the left hemisphere, and the development of abstract thinking. The results described above suggest that only at the age of 9-10, modern primary school children are ready to learn within the existing educational system; 7-8-year-old children are much worse at perceiving information transmitted through the words and are not ready for a learning pattern based on the use of abstract thinking; forced switching of children of this group from the right-hemisphere lateralization of the brain to the left-hemisphere leads to a state of hemispheric dysfunction and, as a result, to neurotic disorders. The education of primary school children must be approached in a differentiated way. The education system of 7-8 year old pupils, whose thinking needs to complete the development of visual thinking (not to leave the process incomplete) and to proceed to the formation of a second-signal system with the dominance of the left hemisphere, which determines the transition to abstract thinking, needs to be rebuilt by excluding the factors that traumatize neuro-physiological structures from it.