Brain management (1)
Brain management and development start from the mother’s womb.
The human brain controls the central nervous system (CNS), by way of the cranial nerves (Cranial nerves are nerves that emerge directly from the brain in contrast to spinal nerves which emerge from segments of the spinal cord) and spinal cord, the peripheral nervous system (PNS) and regulates virtually all human activity. Involuntary, or “lower,” actions, such as heart rate, respiration, and digestion, are unconsciously governed by the brain, specifically through the autonomic nervous system (The autonomic nervous system (ANS) (or visceral nervous system) is the part of the peripheral nervous system that acts as a control system). Complex, or “higher,” mental activity, such as thought, reason, and abstraction, is consciously controlled.
Anatomically, the brain can be divided into three parts: the forebrain, midbrain, and hindbrain; the forebrain includes the several lobes of the cerebral cortex that control higher functions, while the mid- and hindbrain are more involved with unconscious, autonomic functions. During encephalization, human brain mass increased beyond that of other species relative to body mass. This process was especially pronounced in the neocortex, a section of the brain involved with language and consciousness. The neocortex accounts for about 76% of the mass of the human brain with a neocortex much larger than other animals, humans enjoy unique mental capacities despite having a neuroarchitecture similar to that of more primitive species. Basic systems that alert humans to stimuli, sense events in the environment, and maintain homeostasis are similar to those of basic vertebrates. Human consciousness is founded upon the extended capacity of the modern neocortex, as well as the greatly developed structures of the brain stem.
A recent study published in the American Journal of Epidemiology examined the relationship between what women ate while they were pregnant and the cognitive test scores of their children three years after birth.
The study results revealed that women who ate fish while pregnant gave birth to babies who by age 3 had significantly better cognitive and fine-motor skills than those whose mothers didn’t eat fish during pregnancy.
The 3-year-olds from the women who reported eating more than 2 servings of fish per week performed better than average on tests that assessed receptive vocabulary and visual-spatial, visual-motor, and fine-motor skills.
This result is significant because the most important time of development for our brains is before we are born. Almost all of our neurons have been created by the time of our mothers’ second trimesters, when the critical process of establishing the correct interconnections is taking place.
Our thinking, behavior, and cognitive abilities, of course, ultimately result from the functioning of our brains. Therefore, abnormalities in our brains that arise early in its development can result in abnormal thinking and behavior later on.
Why fish? Because fish is a rich source of particular health-promoting OMEGA 3 fatty acids that are known to be important components of the brain’s structure.
There is a downside to eating fish while pregnant, however. Fish also can be a source of mercury, which has a devastating effect on brain development. In fact, the 3-year-olds from those women who had higher-than-average mercury levels when pregnant tended to score lower on the above tests.
Large, long-living fish such as tuna and swordfish, which feed on other fish and thus keep accumulating mercury, are the most likely to have elevated levels of the poison. Types of seafood that generally have low mercury levels include shrimp, sardines, and salmon.
Another study, published in a recent issue of the journal Pediatrics, demonstrated the benefits of similar fatty acids on brain development. Researchers gave premature infants milk supplemented with essential fatty acids. At the age of 6 months, the infants given the supplements scored better on development assessments than did similar premature infants given no supplements.
While fatty acids play an important role early on in the developing brain, they may also be important for brain and mental health throughout our lives. Scientists continue to explore their health-promoting effects, including whether they may prevent certain psychiatric disorders.
Now lets Train the Functions of Your Brain
Beliefs create our reality. They may be your interpretation of who you are or your interpretation of what others think of your capabilities. Beliefs are manifested in the conscious mind as well as in the subconscious mind. The mind must be free of certain beliefs before insight can occur spontaneously. A quality of this insight is that one sees the “whole” instantaneously, rather than only the “parts”. Subliminal Dynamics Brain Management is a very advanced form of Whole Brain Learning and Hemispheric Balancing that super-excites the brain on all levels of consciousness, simultaneously. This balance will guide you in reaching your full potential.
You must first realize “you are what you perceive”. Unless you change your inward consciousness, you cannot change the outward reality. You must see things as a whole and you are a part of that whole. The outside integrally connects to the inside. By just using words (conscious level), without going within, limits the results.
The Subliminal Dynamics Brain Management system teaches a person how to program their own subconscious to promote positive changes to their life. This is a simple, quick non-intrusive format for success that can be achieved easily by ourselves. Many people in the world today wish to keep their personal life confidential. Subliminal Dynamics Brain Management gives you the tools to make those changes or address the issues that hold you back.
Changing Paradigms: The Subliminal Dynamics Brain Management system recognizes and informs the students that their paradigms will be challenged by what they learn from this training. As part of the training, the students may be exposed to ideas that exist outside of their present belief system. Some they choose to accept, other ideas and ideals they won’t. The objective is for the students to find a greater reality for themselves and venture beyond their limitations to reach new goals. We recommend that they work through their challenges, remove their limitations, and enhance their lives in a positive way.
TAKE CONTROL OF YOUR LIFE
Watch out for part2
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