ARO-HEALING

There is no evidence that taking very high amounts of B vitamins improves health. Improvements in cognitive functions from the B vitamins are particularly noticeable in middle age individuals and the elderly. High dosages of vitamin B6 can cause nerve damage.

Most of the B complex products contain too high doses of the B vitamins. The effects of the B vitamins are subtle, especially in the young who normally have adequate dietary intake of these nutrients. Two to five times the Recommended Daily Allowance is sufficient for most purposes.

Alertness, Concentration and focus, Mood and energy, Learning and memory, Visual clarity, Verbal fluency and Speed of thinking.

B vitamins are regularly added to food products, such as cereals. The question of whether B vitamin supplementation is necessary in healthy individuals who have a normal diet has been debated ever since vitamins were discovered.

The results of several studies have influenced me in favor of low dose supplementation. You will see cognitive improvement from taking B vitamins. Back in 1995, Dr. D. Benton and colleagues, from the University College Swansea, in Great Britain, gave ten times the recommended daily allowance of nine vitamins (mostly the B vitamins) to healthy college students. The study lasted for one year. The students reported improvement in mood and feeling more agreeable. There was also an improvement in cognitive functioning, especially with regard to concentration. People consistently report that B vitamin supplementation improves their energy, concentration and mood while helping them handle everyday stress better.

Higher dosages may be required for individuals with medical, psychiatric or neurological disorders.

Anti-oxidants are substances that are capable of reversing the damaging effects of toxins and which help the body detoxify itself. Toxins are poisons. To detoxify is to get rid of toxins or poisons.

Baths, Dry Skin Brushing, Improve Digestion and Coffee Enemas.

Aerobic means with oxygen. An activity is aerobic if it places added demands on your muscles, lungs and heart increasing your breathing and heart rate and requiring increased transport of oxygen from your lungs to your circulatory system and muscles. Aerobic exercise provides benefits for all people, including people with diabetes.

Weight loss will be useful for those suffering from diabetes. Eating sensibly and staying active is the way to successful weight loss, but putting these to practice can be difficult.

The word Unani or Yunani has its origins in the Greek word which means Ioníe or Ionía, a place name given to a Greek populated coastal region of Anatolia. It literally means nature.

“Pharmacovigilance activities are done to monitor detection, assessment, understanding and prevention of any obnoxious adverse reactions to drugs at therapeutic concentration that is used or is intended to be used to modify or explore physiological system or pathological states for the benefit of recipient.” These drugs may be any substance or product including herbs, minerals, etc. for animals and human beings and can even be that prescribed by practitioners of Unani or ayurvedic system of medicine. In recent days, awareness has been created related to safety and adverse drug reaction monitoring of herbal drugs including Unani drugs.

In India, the Central Council of Indian Medicine (CCIM) a statutory body established in 1971 under Department of Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homoeopathy (AYUSH), Ministry of Health and Family Welfare, Government of India, monitors higher education in areas of Indian medicine including, Ayurveda, Unani and Siddha.

In 2001 the Government of India set up the Traditional Knowledge Digital Library to fight biopiracy and unethical patents as repository of 223,000 formulations of various systems of Indian medicine, such as Ayurveda, Unani and Siddha.

The Central Council for Research in Unani Medicine (CCRUM) was established in 1979, also under AYUSH, aids and co-ordinates scientific research in Unani System of Medicine through a network of 22 nationwide research Institutes and Units, including two Central Research Institutes of Unani Medicine, at Hyderabad and Lucknow, eight Regional Research Institutes at Chennai, Bhadrak, Patna, Aligarh, Mumbai, Srinagar, Kolkata and New Delhi, six Clinical Research Units at Allahabad, Bangalore, Karimganj, Meerut, Bhopal and Burhanpur, four Drug Standardisation Research Units at New Delhi, Bangalore, Chennai and Lucknow, a Chemical Research Unit at Aligarh, a Literary Research Institute at New Delhi.

The Central Council for Research in Ayurveda and Siddha (CCRAS), established in 1978, by Department of Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homoeopathy (AYUSH), Ministry of Health and Family Welfare, Government of India, co-ordinates and promotes research in the fields of Ayurveda and Siddha medicine.

The Siddha Medicine is one of the oldest medical systems known to mankind. Contemporary Tamizh literature mentions the origin of the medical system from Southern India in the state Tamizh Nadu, as part of the trio Indian medicines—ayurveda, siddha and unani. Reported to have surfaced more than 2500 years ago, the Siddha system of medicine is considered one of the most antiquated traditional medical systems.

After former Chief Minister Karunanidhi’s Announcement of Tamil New Year’s Day as World Siddha Day, the First World Siddha Day was celebrated 14 April 2009, addressed by his Excellency Shri Surjit Singh Barnala, Governor of Tamil Nadu. The 2nd World Siddha Day was celebrated 14 April 2010 at Image Auditorium, Adyar, Chennai. More than 2000 students, post graduates, practitioners and traditional vaidyas participated in the celebration. The 3rd World Siddha day was celebrated 14th and 15th April 2011 at Trivandrum, Kerala—where Siddha Doctors met.

The lymphatic system aids the immune system in removing and destroying waste, debris, dead blood cells, pathogens, toxins, and cancer cells.

The lymphatic system absorbs fats and fat-soluble vitamins from the digestive system and delivers these nutrients to the cells of the body where they are used by the cells.

The lymphatic system also removes excess fluid, and waste products from the interstitial spaces between the cells.

The Transformation: Arterial blood carries oxygen, nutrients and hormones to the cells. To reach these cells it leaves the small arteries and flows into tissues. The fluid is now interstitial fluid and delivers nourshing products to the cells. Then it leaves the cell and removes waste products. After this task is complete, 90 percent of this fluid returns to the circulatory system as venous blood.

What is Lymph? The remaining 10 percent of the fluid that stays behind in the tissues is a yellowish, clear fluid known as lymph. Unlike blood, which flows throughout the body in a continued loop, lymph flows in one direction within its own system. This flow is upward toward the neck. Here, it flows into the venous blood stream through the subclavian veins on either side of the neck near the collarbones. After plasma has delivered its nutrients and removed debris, it leaves the cells. 90 percent of the fluid returns to the venous circulation through the venules and continues as venous blood. The remaining 10 percent of the fluid becomes lymph which is a watery fluid that contains waste products. This waste is protein-rich due to the undigested proteins that were removed from the cells.

Lymphatic Circulation

The lymph is moved through the body in its own vessels making a one-way journey from the interstitial spaces to the subclavian veins at the base of the neck.

Since the lymphatic system does not have a heart to pump it, its upward movement depends on the motions of the muscle and joint pumps.

As it moves upward toward the neck the lymph passes through lymph nodes which filter it to remove debris and pathogens.

The cleansed lymph continues to travel in only one direction, which is upward toward the neck.

At the base of the neck, the cleansed lymph flows into the subclavian veins on either side of the neck.

The Origin of Lymph

Lymph originates as plasma (the fluid portion of blood). The arterial blood, which flows out of the heart, slows as it moves through a capillary bed. This slowing allows some plasma to leave the arterioles (small arteries) and flow into the tissues where it becomes tissue fluid.

Also known as extracellular fluid, this is fluid that flows between the cells but is not into the cells. This fluid delivers nutrients, oxygen, and hormones to the cells.

As this fluid leaves the cells, it takes with it cellular waste products and protein cells.

Approximately 90 percent of this tissue fluid flows into the small veins. Here it enters the venous circulation as plasma and continues in the circulatory system.

The remaining 10 percent of the fluid that is left behind is known as lymph.

Lymphatic Capillaries

In order to leave the tissues, the lymph must enter the lymphatic system through specialized lymphatic capillaries. Approximately 70 percent of these are superficial capillaries located near, or just under, the skin. The remaining 30 percent, which are known as deep lymphatic capillaries, surround most of the body’s organs.

Lymphatic capillaries begin as blind-ended tubes that are only a single cell in thickness. These cells are arranged in a slightly overlapping pattern, much like the shingles on a roof. Each of these individual cells is fastened to nearby tissues by an anchoring filament.

Lymphatic Vessels

The lymphatic capillaries gradually join together to form a mesh-like network of tubes that are located deeper in the body.

As they become larger, and deeper, these structures become lymphatic vessels.

Deeper within the body the lymphatic vessels become progressively larger and are located near major blood veins.

Smooth muscles in the veins, the lymphatic vessels, also known as lymphangions, have one-way valves. Lymphatic vessels cause the angions to contract to aid the flow of lymph upwards towards the thoracic region.

Lymph Nodes

Lymph nodes kill pathogens and cancer cells. They also remove debris and excess fluid.

There are between 600 to 700 lymph nodes present in the average human body. It is the role of these nodes to filter the lymph before it can be returned to the circulatory system. Although these nodes can increase or decrease in size throughout life, any nodes that has been damaged or destroyed, do not regenerate.

Afferent lymphatic vessels carry unfiltered lymph into the node. Here waste products, and some of the fluid, are filtered out.

In another section of the node, lymphocytes, which are specialized white blood cells, kill any pathogens that may be present. This causes the swelling known as swollen glands.

Lymph nodes also trap and destroy cancer cells to slow the spread of the cancer until they are overwhelmed by it.

Efferent lymphatic vessels carry the filtered lymph out of the node so that it can continue its return to the circulatory system.

Lymphatic Drainage Areas

Lymphatic system drainage is organized into two separate and very unequal drainage areas. The right drainage area clears the right arm and chest. The left drainage area clears all the other areas of the body, including the legs, the lower trunk, upper left of the chest, and the left arm.

Damaged lymph nodes disturb the flow. When lymphatic tissues or lymph nodes have been damaged, destroyed or removed, lymph cannot drain normally from the affected area. When this happens, excess lymph accumulates and results in the swelling characteristic of lymphedema.

Lymph drainage areas. The treatment of lymphedema is based on the natural structures and the flow of lymph. The affected drainage area determines the pattern of the manual lymph drainage (MLD) and for self-massage. Although lymph does not normally cross from one area to another, MLD stimulates the flow from one area to another. It also encourages the formation of new lymph drainage pathways.

MLD treatment and self-massage begin by stimulating the area near the terminus and the larger lymphatic vessels. This stimulates the lymph that is already in the system and frees space for the lymph to flow and enter the capillaries during the treatment.

MLD treatment is a gentle massage technique to stimulate the movement of the excess lymph in affected tissues. The rhythmic, light strokes of MLD provide just the right pressure to encourage this excess lymph to flow into the lymph capillaries.

The compression garments, aids, and/or bandages that are worn between treatments help control swelling by providing pressure that is needed to encourage the flow of lymph into the capillaries.

Exercise is important in the treatment of lymphedema, because the movement of the muscles stimulate the lymph to flow into the capillaries. Wearing a compression garment during exercise also provides resistance to further stimulate this flow.

Self-massage or simplified lymphatic drainage, as prescribed by your therapist, is another way in which lymph is encouraged to flow into the capillaries. Each self-massage session begins at the terminus with strokes to stimulate the flow of lymph that is already in the system. This is followed by specialized strokes that encourage the flow of lymph into the capillaries, and then upwards into the gastro-intestinal area, which is the main area of lymph drainage.

If you have a physical limitation, i.e. weakness, pain or fatigue, it is likely that you will be sent to improve your physical fitness and stamina. Patients with functional symptoms often have fatigue, weakness or pain, which is made worse by exercise. To overcome this, you will need to gradually increase your amount of activity.

Find a trainer who does corrective exercise and works on symmetry. Most of the time, asymmetry is the problem. Make sure your trainer understands the extent of your issue. Find a superior occupational therapist who successfully treats high level musicians and who helps people with other complicated physical therapy issues.

The author of the book ‘Performance without Pain’ worked with a successful occupational therapist. Abstract from ‘Performance without Pain’:

‘Through working with my therapist, we concluded that my spine was twisting due to a change in the pelvic floor after childbirth. Thus I had developed a diagonal support in my body structure. The tell tale sign was that my left foot was turned out when I lay flat because my entire leg had turned out from a structural alteration after childbirth and carrying children in my right arm. Therefore my left hip hurt and eventually as my spine twisted more and more, my rib cage was asymmetrical and the ribs on the left side of my body stopped moving properly. When I exhaled, the right side of my ribs moved unequally to the left side and created a strain to the muscles on my right abdominal wall, eventually causing a muscle sprain. Additionally, as I twisted more, my left collar bone was pressing on the nerves in my left arm, making it feel weak.

She opened a textbook detailing this disorder which exhibited a red path outlining a strained muscle pattern starting from the left foot, running up the outside of the left leg and hip and crossing over to the right torso area. As you can imagine, finding the underlying cause to this issue was a huge relief! The treatment will take some time however. First, the muscles in my left leg had to be restructured to allow my foot to step straight forward while walking. Then the muscles in my left rib cage had to be activated. I then had to work on getting my left rib cage moving for every exhale equally with the right which initially caused me to twist back to the right as if undoing a knot! Lastly I have a whole series of exercises that will strengthen the correct structure and alignment of the pelvic wall’.

The first is an imprecise sense of harmonious or pleasing proportionality and balance; such that it reflects beauty or perfection.

The second meaning is a precise and well-defined concept of balance or “patterned self-similarity” that can be demonstrated or proved according to the rules of a formal system: by geometry, through physics or otherwise.

Although the meanings are distinguishable in some contexts, both meanings of “symmetry” are related and discussed in parallel.

Reflection symmetry, line symmetry, mirror symmetry, mirror-image symmetry, or bilateral symmetry is symmetry with respect to reflection. That is, a figure which does not change upon undergoing a reflection has reflection symmetry.

In two-dimensional there is a line of symmetry, in three-dimensional a plane of symmetry. An object or figure which is indistinguishable from its transformed image is a mirror symmetric.

A reflection in a line or plane combined with a translation along the line / in the plane, results in the same object. It implies translational symmetry with twice the translation vector. The symmetry group is isomorphic with Z.

Helical symmetry is the kind of symmetry seen in such everyday objects as springs and drill bits. It can be thought of as rotational symmetry with translation along the axis of rotation—the screw axis.

The concept of helical symmetry can be visualized as the tracing in three-dimensional space that results from rotating an object at an even angular speed while simultaneously moving at another even speed along its axis of rotation (translation). At any one point in time, these 2 motions combine to give a coiling angle that helps define the properties of the tracing. When the tracing object rotates quickly and translates slowly, the coiling angle will be close to 0 degrees. Conversely, if the rotation is slow and the translation is speedy, the coiling angle will approach 90 degrees.

Infinite, n-fold and non-repeating helical symmetry.

If there are no distinguishing features along the length of a helix or helix-like object, the object will have infinite symmetry much like that of a circle, but with the additional requirement of translation along the long axis of the object to return it to its original appearance.

A helix-like object is one that has at every point the regular angle of coiling of a helix, but which can also have a cross section of indefinitely high complexity, provided only that precisely the same cross section exists (usually after a rotation) at every point along the length of the object. Simple examples include evenly coiled springs and drill bits.

Stated more precisely, an object has infinite helical symmetries if for any small rotation of the object around its central axis there exists a point nearby (the translation distance) on that axis at which the object will appear exactly as it did before. It is this infinite helical symmetry that gives rise to the illusion of movement along the length of a screw bit being rotated. It also provides the ability to move materials along their length, provided that they are combined with a force such as gravity or friction that allows the materials to resist simply rotating along with the drill.

If the requirement that every cross section of the helical object be identical is relaxed, additional lesser helical symmetries become possible.

This is the case in which the angle of rotation required to observe the symmetry is irrational. The angle of rotation never repeats exactly, no matter how many times the helix is rotated. Such symmetries are created by using a non-repeating point group in 2 dimensions.

A wider definition of geometric symmetry allows operations from a larger group than the Euclidean group of isometries. Examples of larger geometric symmetry groups are:

The group of similarity transformations; i.e., affine transformations represented by a matrix A that is a scalar times an orthogonal matrix. Thus homothetic is added, self-similarity is considered a symmetry.

The group of affine transformations represented by a matrix A with determinant 1 or -1; i.e., the transformations which preserve area.

The group of all bijective affine transformations. This adds, i.e. oblique reflection symmetry. The group of Möbius transformations which preserve cross-ratios. This adds, i.e. inversive reflections such as circle reflection on the plane.

Scale symmetry refers to the idea that if an object is expanded or reduced in size, the new object has the same properties as the original. Scale symmetry is notable for the fact that it does not exist for most physical systems, a point that was first discerned by Galileo. Simple examples of the lack of scale symmetry in the physical world include the difference in the strength and size of the legs of elephants versus mice, and the observation that if a candle made of soft wax was enlarged to the size of a tall tree, it would immediately collapse under its own weight.

Reflection symmetry, mirror symmetry, mirror-image symmetry, or bilateral symmetry is symmetry with respect to reflection.

“T has a vertical symmetry axis” or “T has left-right symmetry”.

The triangles with this symmetry are isosceles, the quadrilaterals with this symmetry are the kites and the isosceles trapezoids.

For each line or plane of reflection, the symmetry group is isomorphic with Cs, one of the 3 types of order 2 (involutions), hence algebraically C2. The fundamental domain is a half-plane or half-space.

If the letter ‘T’ is reflected along a vertical axis, it appears the same. One can better use a formulation, e.g. “T has a vertical symmetry axis” (this may also be called a line of symmetry).

The triangles with this symmetry are isosceles. The quadrilaterals with this symmetry are the kites and the isosceles trapezoids.

In certain contexts there is rotational symmetry. Then mirror-image symmetry is equivalent with inversion symmetry; in such contexts in modern physics the term P-symmetry is used for both (P = parity).

For general types of reflection there are corresponding general types of reflection symmetry. Examples:

A non-isometric affine involution (an oblique reflection in a line, plane, etc.).

A circle inversion.

Mirrored symmetry is also found in the design of ancient structures, including Stonehenge.

Translational symmetry leaves an object invariant under a discrete or continuous group of translations.

Beadwork, furniture, sand paintings, knotwork and musical instruments.

Long traditions of the use of symmetry in carpet and rug patterns span a variety of cultures. American Navajo Indians used bold diagonals and rectangular motifs. Many Oriental rugs have intricate reflected centers and borders that translate a pattern. Not surprisingly, rectangular rugs typically use quadrilateral symmetry—that is, motifs that are reflected across both the horizontal and vertical axes.

As quilts are made from square blocks (usually 9, 16, or 25 pieces to a block) with each smaller piece usually consisting of fabric triangles, the craft lends itself to the application of symmetry.

People observe the symmetrical nature, often including asymmetrical balance, of social interactions in a variety of ways. These include assessments of empathy, apology, dialog, respect, justice, and revenge. Symmetrical interactions send the message “we are all the same” while asymmetrical interactions send the message “I am special—better than you.” Peer relationships are based on symmetry—power relationships are based on asymmetry.

Crystals and seashells.

A theorem is a statement that has been proven on the basis of previously established statements, such as other theorems, and previously accepted statements, such as axioms. The derivation of a theorem is often interpreted as a proof of the truth of the resulting expression, but different deductive systems can yield other interpretations, depending on the meanings of the derivation rules. The proof of a mathematical theorem is a logical argument demonstrating that the conclusions are a necessary consequence of the hypotheses, in the sense that if the hypotheses are true then the conclusions must also be true, without any further assumptions. The concept of a theorem is therefore fundamentally deductive, in contrast to the notion of a scientific theory, which is empirical.

Although a theorem can be written in a symbolic form using, i.e. propositional calculus, theorems are expressed in a natural language such as English.

Proofs are expressed as logically organized, and clearly worded informal arguments, intended to convince readers of the truth of the statement of the theorem, beyond any doubt, and from which arguments, a formal symbolic proof can in principle be constructed.

Such arguments are easier to check than purely symbolic ones—mathematicians express a preference for a proof that not only demonstrates the validity of a theorem, but also explains why it is obviously true. In some cases, a picture alone may be sufficient to prove a theorem. Because theorems lie at the core of mathematics, they are also central to its aesthetics.

Theorems are often described as “trivial”, “difficult”, “deep”, or “beautiful”. These subjective judgments vary not only from person to person, but also with time: i.e. as a proof is simplified or better understood, a theorem that was once difficult may become trivial. On the other hand, a deep theorem might be simply stated, but its proof may involve surprising and subtle connections between disparate areas of mathematics.

Fermat’s Last Theorem is a particularly well-known example of such a theorem.

The notion of a theorem is deeply intertwined with the concept of proof. Indeed, theorems are true precisely in the sense that they possess proofs. Therefore, to establish a mathematical statement as a theorem, the existence of a line of reasoning from axioms in the system (and other, established theorems) to the given statement must be demonstrated.

Although the proof is necessary to produce a theorem, it is not usually considered part of the theorem. And even though more than one proof may be known for a single theorem, only one proof is required to establish the theorem’s validity.

The Pythagorean Theorem and the law of quadratic reciprocity are contenders for the title of theorem with the greatest number of distinct proofs. The Pythagorean Theorem has at least 370 known proofs. Just as a matter of interest, there is an Italian film, Teorema.

The two words seem to be used to describe very similar things, but do not seem to be interchangeable. Examples—Pythagoras’ theorem and Einstein’s theory of relativity.

A theorem is a result that can be proven to be true from a set of axioms. The term is used especially in mathematics where the axioms are those of mathematical logic and the systems in question.

A theorem is a mathematical deduction.

A theory is a set of ideas used to explain why something is true, or a set of rules on which a subject is based.

A theory is a collection of statements or ‘ways’ of thinking that purport to explain a circumscribed set of experiences. A theory can be supported by experimental evidence or anecdotal observation. The term ‘theory’ can range in connotation from synonymous with ‘conjecture’ in opposition to ‘fact’ (i.e. “I have a theory that drinking from the opposite side of the glass stops hiccups”), all the way to a set of theorems on a given set of mathematical structures (i.e. group theory).

Mathematicians use the term “theory” in a different way than most scientists. For mathematicians, the word “theory” means something more like “independent field of study”—set theory is the study of mathematics starting from the basic idea of sets; category theory is the study of the basic idea of function or mapping; homology theory is the study of mathematical structures in terms of chain complexes, and so forth. Each independent sub-branch of mathematics is a mathematical theory.

A scientific theory is a statement inferred from a set of observations or facts, and which is consistent with all of the observations related to whatever phenomenon the theory explains. A theory is never proven true - a new observation can always invalidate a scientific theory.

A theorem is a statement which is proven from known facts:

If it’s really a theorem, then it’s a theorem forever: no “new facts” can come along and cause a theorem to become invalid. In Euclidean geometry, the square of the length of the hypotenuse of a right triangle will always be the sum of the squares of the other two sides. No new observation can ever change that: within the realm of Euclidean geometry, that is an absolute, unchangeable fact: it’s a theorem.

The Pythagorean theorem: The sum of the areas of the two

squares on the legs (a and b) equals the area of the square on the hypotenuse (c). The theorem can be written as an equation relating the lengths of the sides a, b and c, often called the Pythagorean  equation: A2 + b2 = c2 (c is the longest leg).

A2 + b2 = c2 where c represents the length of the hypotenuse, and a  and b represent the lengths of the other two sides.

A theorem is a statement which is proven by valid logical inference within a mathematical theory from the fundamental axioms of that theory. The Pythagorean Theorem is a proven statement within the mathematical theory of geometry: given the basic axioms of Euclidean geometry, you can prove the Pythagorean Theorem. In sense, a theorem is similar to what most scientists call a theory, although it’s not the same thing.

A lemma is another word for a theorem. The idea behind the distinction is that a lemma is a proven statement which is not interesting in and of it, but which is proven as a step in the proof of a more interesting statement. In a proof of a complex theorem, we often break it down into steps—smaller theorems which can be combined to prove the complex theorem. When those smaller theorems don’t have any particular interest to the author of the proof except as stepping stones towards the proof the main theorem, they’re called lemmas.

A Corollary is a theorem which so obviously follows from the truth of some other theorem that it doesn’t require a proof of its own. Corollaries come up in 2 main contexts in maths.

Firstly, given a complicated theorem, it’s often helpful for readers to understand what the theorem means by showing several corollaries of the theorem that are concrete enough to be easily understood. By understanding those corollaries, the reader gains insight into the meaning of the theorem from which they derive.

Secondly, often when we want to prove some specific statement, it turns out to be easier to prove a more generic statement, and then show that the specific statement obviously follows from the more general.

Illustrative example:

If I wanted to prove that a triangle with sides of lengths 3, 4, and 5 is a right triangle, I’d just point at the proof of the Pythagorean Theorem, and then say that since 32+42=52, the fact that it’s a right triangle is a simple corollary of the Pythagorean Theorem.

I’ve seen it used in 2 different ways, and I have to figure out a subject area so as to stumble upon a meaning.

In some contexts, proposition means “a basic, fundamental statement for which no proof needs to be presented.” (It means, it’s a provable statement, but the authors believe that it isn’t necessary to present the proof, either because the proof is so simple that you should be able to immediately see how you’d prove it; or because it’s something so fundamental that everybody has already seen the proof.)

The other meaning that is being used for proposition is “A statement which is being put forward as something to be proven or disproven”, as in “Consider the proposition that X”, leads into either a proof or disproof of “X”.

Positive emotions generate a sense of lightness and ease of movement. They can manifest as a desire to run, sing, smile and even dance. Negative emotions also generate body responses. They cause our shoulders to slump, our muscles to contract and our blood pressure to rise. The negative emotions that become lodged in the tissues are the culprit in many cases of emotion-generated ailments.

Emotions are designed to move through the body. When someone tells you a joke, your natural tendency is to laugh. The feeling it generates eventually moves through your body and out via the diaphragm and vocal chords. In the same way, if you stub your toe, you might experience a flash of anger and then curse or pound your fists into a pillow. These are all natural responses that allow emotions to effectively move through and then out of your body.

It gets fascinating when you look at the differences between the life cycles of positive emotions versus their negative counterparts.

Emotions such as joy, humor and empowerment move freely through our bodies. We enjoy, even encourage their presence, so they can travel unimpeded through our bodies and efficiently complete their life cycle.

Negative emotions aren’t as welcome as positive emotions. When we experience sadness, anger, resentment, loneliness or sorrow, we feel it deeply, and because it hurts, we sometimes suppress those parts of ourselves to keep the pain from intensifying or spreading. Imbalances often occur when we resist an emotion and its natural path through the body. Resistance can cause an emotion to lock into body tissue, eventually leading to physical ailments.

As therapists who work hands-on with clients, we regularly see cases in which traditional medicine has been ineffective in providing relief from common impairments. Trapped emotions often are the underlying cause. We can locate the emotions when we encounter areas of the body so tight that the energy flow, fluid flow and craniosacral motions are all restricted.

These restricted flow patterns indicate an imbalance. Craniosacral techniques can cause the emotion to regain movement. Intellectually, we might be curious to learn which emotion has created the disharmony. There are certainly times when an emotion will manifest itself. What we are seeking is the release of the held emotion, not its identity. We are not psychoanalysts; we are body-based therapists. Our goal is to assist the body in its own natural self-corrective capabilities so it can regain its full health and function.

There are a variety of ways to release trapped emotions:

Acupuncture

Talk Therapy

Exercise

The most reliable method is Somato Emotional Release (SER) which was designed specifically to release trapped emotions, and allow the physical ailments that often accompany these emotions to resolve naturally. The results include improved body function, loss of pain, greater mobility and enjoyment of life.

The release of painful or hurtful emotions can cause clients to react in different ways. They might burst into tears, curl into a fetal position, curse, shake or laugh uncontrollably.

When you’re well-versed in SER, you’ll understand that these outbursts are merely components of an emotional release. You’ll also learn ways to guide your clients through releases without these reactions. The purpose of an emotional release is not to get your clients in touch with their feelings, but to guide them to a natural state that allows their trapped emotions to dissipate on their own.

Frequently, releasing emotions also provides the client with important bursts of insight. You might never learn what the emotions were, but your clients may gain an understanding of their affliction, what caused it, and what it means to them personally. This can be invaluable information that serves them well as they continue to progress through their lives.

While releasing emotions is a highly rewarding aspect of hands-on therapy, it’s not recommended for beginning therapists or for those who prefer to suspend their own thought processes while working on clients. However, if you are a therapist who wants to grow and gain a better understanding of stubborn afflictions, learn more about Somato Emotional Release.

Osteopathic Manipulative Medicine is a type of “hands-on” medical treatment based on an in-depth understanding of the musculoskeletal, circulatory, lymphatic and nervous systems of the body used by D.O.s (Doctors of Osteopathic Medicine).

Massage therapists are not trained as medical doctors and cannot practice medicine. While it is true that some forms of massage are similar to certain techniques used in Osteopathic Manipulative Medicine (such as soft-tissue techniques), Osteopathic Physicians do not “massage” the skin, but rather work with deeper structures, such as the underlying fascia, organs, vessels, bones, joints, and ligaments.

The goal of the DO is to assist the body’s natural ability to heal itself with all the accepted medical treatments, including the hands-on approach, which we call Osteopathic Manipulative Medicine. This philosophy and the use of Osteopathic Manipulative Medicine are unique to the Osteopathic profession. Osteopathic Manipulative Medicine works best to improve circulation, decrease pain, improve mobility of a joint or muscular area that is in a state of spasm, restore normal range of motion, and in general to assist the body’s natural ability to heal itself.

What this means is that restoration of perfusion or circulation to a damaged area of the body, as done by the trained hands of a D.O. is advantageous to healing. It allows the patient to return to ‘homeostasis’ or normal functioning. D.O.s believe that the body has the inherent ability to heal itself, but sometimes needs a little “hands-on help.” They also believe that the basis of health is a proper balance between the circulatory and neuro-musculoskeletal systems. Osteopathic Manipulative Therapy is often done in addition to what they are taught in traditional medicine (by way of medicines, physical and surgical/invasive therapies). I must emphasize that Osteopathic Manipulative Medicine is not the only way. in fact, in some medical circumstances it is not appropriate and should not be used.

I don’t believe in the word ‘cure’. I think it’s misleading. Successful treatment’ is better. It protects one from giving ‘guarantees’ to a patient that something will be permanently effective. Osteopathic Manipulative Medicine is effective when added to the normal regimens of medicine today. It is also a philosophy of approach to the patient in a “Wholistic” manner.

I truly believe it completes the medically trained physician to be able to handle anything that walks in the door of his office today. After all, if you compile a “TOP 10” list of common problems people come in with randomly every day, you’ll find headaches, neck and back pain, common colds, bronchitis, stress, sports medical, and “pain” of all sorts.

I apply my Osteopathic Manipulative Medicine and Osteopathic ‘thinking’ to these problems all the time. It just makes common sense and the patients love it—they don’t have to run out and see a chiropractor or be instantly referred to a physical therapist or Orthopedist (after all, most Orthopedists like to do surgery)

In conclusion, Osteopathic Manipulative Medicine is not the same thing as Chiropractic or Massage therapy, and D.O.s are not the same as allopathic (M.D.) physicians (although, as fully licensed physicians, they are considered equals in today’s health care system, and work side by side with mutual respect).

Chiropractics consider the nervous system the basis of health, whereas Osteopathic Medicine seeks to restore:

1 Arterial, venous and lymphatic circulation

2 Proper breathing

3 Balance between the parasympathetic and sympathetic nervous systems

4 Flexibility, mobility, and appropriate range of motion

Osteopathic Manipulative Medicine (OMM) is a range of physical treatments, such as manual therapy, and in particular joint manipulation. OMM is taught at all osteopathic medical schools in the U.S.A.

In Europe, most osteopaths are not physicians, and therefore most use drug-free interventions. As a result of the emphasis on the importance of the musculoskeletal system on health in their training, and their lack of prescribing rights, European osteopaths provide predominantly OMM to their patients.

It may seem that massage don’t have a direct relationship to our bones and spine. However, they can help stimulate the hormones and glands which are important to your body height.

Massage has been used for thousands of years in many different cultures as a way of body relaxation. In China, it is also used together with the theory of Acupuncture. By massaging the different reflex points in various parts of our body, it can stimulate the production and function of hormones and growth.

Chinese medication, usually western doctors, focus on the holistic nature of a person. It is not a discrete separation of each part of our body, but rather looking at our body as a whole. Therefore when we talk about increasing height, we don’t just look at the bones and spine. We should look at everything, what you eat, how you live, and your emotional state.

One of the benefits of having a massage is to relax your emotional state. Relaxing your emotions, prevents the damage that stress causes to your cells. Although this is not in direct relationship with your height, it is the foundation of releasing the pressure and excel to your full capability.

Simple Reflexes—natural unconditioned reflexes.

In this type of reflex, the brain is not involved.

Complex Reflexes—in this type of reflex the brain is involved.

A reflex action (reflex)—an involuntary and nearly instantaneous movement in response to a stimulus i.e. blinking of eyes.

Reflex stimulation—when the stimulation of a reflex (i.e. a doctor touching the patient’s eye with cotton wool) results in a spontaneous, involuntary reaction, it is a reflex action or a reflex (blinking of eyes). It can be used for pathological conditions affecting the brain.

Complex Reflexes

Many reflexes are complex requiring a number of synapses in a number of different nuclei in the central nervous system (e.g., the escape reflex). Others involve a couple of synapses to function (eg., the withdrawal reflex). Processes such as breathing, digestion, and the maintenance of the heartbeat are also regarded as reflex actions.

Brain Pathology is the pathologic conditions affecting the brain, which is composed of the intracranial components of the central nervous system. Older children and adults with atypical neurology (for example, people with cerebral palsy) may retain neonatal reflexes and primitive reflexes may re-appear in adults because of certain neurological conditions including, but not limited to, dementia, traumatic lesions, and strokes.

Respiration (control of ventilation) refers to the physiological mechanisms involved in the control of physiologic ventilation.

The most important function of breathing is (gas exchange) of oxygen and carbon dioxide. Thus the control of respiration is centered primarily on how well this is achieved by the lungs.

The pattern of motor stimuli during breathing can be divided into inspiration and expiration phases.

Exhalation is usually silent, except at high ventilation rates.

The mechanism of generation of the ventilation pattern is not completely understood, but involves the integration of neural signals by respiratory control centers in the medulla and pons.

Ventilation is normally controlled by the autonomic nervous system, with only limited voluntary override. An exception to this is Ondine’s curse, where autonomic control is lost.

In boxing, the flinch reflex is the natural reflex where a fighter blinks or closes his eyes (blinking reflex) and stiffens his body when he sees punches coming his way. It’s natural but there is a way to fight through it. You have to practice.

For most beginners in boxing, the flinch reflex is when they can’t keep their eyes open when they are taking punches.

For other fighters, it has to do with panicking and holding their breath when they are taking punches. It only makes conditions worse since they will get the wind knocked out of them when they are knocked with a clean punch. It only makes their condition worse since they will get the wind knocked out of them when they are knocked with a clean punch. In fact, part of the reason why fighting in the ring is so tiring is because boxers can’t overcome their flinch reflex—they keep holding their breath instead of relaxing.

Glove-Tapping and Jab—Jab Counter.

Glove-Tapping

This is a basic drill which is recommended for all boxers regardless of their skill level. The boxer walks around the ring forwards and backwards as the trainer (or another boxer) keeps tapping him on his gloves. (These are not properly thrown punches; it’s a bunch of quick glove taps from the “attacking” boxer. Rapidly tap his gloves at awkward rhythms.) The point of the drill, for the defending boxer, is to be able to block all the light punches, while keeping his eyes open, and his breathing in perfect rhythm. It takes a lot of practice, but soon a boxer is able to take punches without his rhythm being broken up.

Jab—Jab Counter

Many fighters lose, because they haven’t perfected this drill. The exercise prevents a boxer from leaning back when taking a punch. You and another boxer will move around the ring, taking turns to jab each other. Here’s how it works: Boxer A jabs at Boxer B first. Boxer B immediately cuts the jab short, by blocking it with the right hand, and returns with a counter-jab at the air above Boxer A’s head. When you are taking a jab, don’t flinch and lean back to cushion the punch! Instead, stop the punch, step forward, and make a counter-jab into the opponent. It takes time, but soon a boxer is able to catch a jab, and return a counter without leaning back.

Vibratese was composed of 45 basic elements—the tactile equivalent of numerals and letters, which were the intersection of 3 dimensions, carefully chosen for their high tactile qualities: signal amplitude, duration, and locus of interaction.

The entire English alphabet and numerals 0 to 9 could be communicated this way.

Geldard reported that with proper training, rates of more than 60 words per minute (wpm) were possible for common prose samples—i.e., reading rates approaching 3 times that of expert Morse code. Unfortunately, upon research, Geldard’s Theory of Vibratese seems to have completely vanished.

Throuhout the years, Geldard’s early work on the development of communication through touch has inspired various researchers, a large part of which were focused on the development of tactile aids for deaf people from the 60’s to the 80’s.

Tactile aids aim at substituting a defective hearing channel for tactile displays capable of communicating ambient sounds (e.g., alarms, door bells, telephone ringing) or human speech. The challenges that were identified by the community then are very similar to the ones we are faced with today.

Braille—each character (e.g., letters, numerals, punctuation) is composed of a 2-by-3 array of raised dots that were originally embossed on paper.

Nowadays, Braille is also displayed by computer peripherals, called refreshable Braille displays, that make use of an extra 4th row of dots to encode new characters.

Its success can be explained by a combination of factors.

1.   Its physical characteristics (dot height, dot spacing, etc.) seem optimal for tactile discrimination.

2.   It is relatively easy to produce. In fact, with a punch and portable template it is possible to use it to take notes. This played a great role in its early success.

3.   The existence of contracted Braille (made of abbreviations and contractions) makes it possible for expert users to read faster.

With proper training, expert readers can reach reading rates of 100 to 150 wpm for normal Braille—about half the speed reported for print reading—and up to 190 wpm with contracted Braille.

Proficiency in Braille reading can only be achieved through extended amount of training (between 4 to 24 months).

As a nation, we are spending more and more time in the office, work longer hours and are under more pressure, which leads to higher stress levels and poor health. There is limited work-life balance in many professions, so we have less time to enjoy our hobbies and sporting activities outside the workplace, and have less time to unwind and relax.

Forward thinking businesses are now providing their employees with an opportunity to take time out, unwind and recharge during the busy work day, reducing the physical effects of our modern working environment. Having professional therapists come to your workplace may just be the answer you are looking for.

In as little as five minutes your employees will feel the benefits of a massage. Enough time to switch off, relax and rejuvenate the mind. A corporate massage can take your employees from feeling frustrated, lethargic, anxious and stressed, to feeling calm and relaxed, and be able to deal with stressful situations, think clearly and make better decisions.

Contact the person offering the sessions to book your corporate massage session for your employees and comply to their requirements. Choose your payment option.

Requirement

There is a minimum booking of two hours for every session.

Payment options

Corporate massage sessions can be paid in a number of ways:

1.   Company pays all

2.   Company and employees share the cost (i.e. 50/50)

3.   Employee pays all.

Cost to the company is tax deductible.

The goal of Auditory Integration Training (AIT) is to exercise the acoustic reflex muscle, which is a muscle connected to the tiniest of 3 bones located in the air space behind the eardrum. These bones help transfer sound vibrations to the cochlea, where the hearing nerves are located. The acoustic reflex muscle contracts involuntarily in response to loud noises; the lowest level at which this occurs is the acoustic reflex threshold.

Traditional and Alternative Therapies

Traditional and alternative therapies for dyslexia exist. They may or may not work, and spark controversy in some medical circles. They include music-, vision- and nutritional therapy. These alternative therapies for dyslexia cause no harm to the learning-disabled child and might reduce symptoms.

Balance or Movement Therapy (Traditional and Alternative Therapy)

Balance or movement therapy for dyslexia is based on the concept of primitive reflexes that persist beyond a child’s first five years. These reflexes develop in the womb, such as the suckling reflex, to permit survival during the early months of life. Practitioners using movement therapy for dyslexia believe secondary reflexes, such as large and small motor control, fail to develop in children with learning disorders. They use movement mirroring innate primary reflexes to foster neurological growth of secondary reflexes.

A Combination of Teaching Methods

The most common treatment involves tutoring and teaching techniques (a combination of teaching methods) via special education resources to help a child adapt to the learning disability.

A reading specialist using these therapies for dyslexia typically uses phonics to teach a child to differentiate sounds of individual letters that appear in words. Reading out loud might help the child recognize how sounds of letters contribute to the sounds of words.

Phonemes are the most basic units of sound. The English language contains 44 phonemes, which are used in combination to form spoken words. Phonemic awareness, knowledge of these sounds, plays a role in determining how well children develop language skills.

Without the ability to discriminate between and remember these sounds, individually and in combination, individuals will have great trouble acquiring new vocabulary. Most children can figure out new words by piecing the sounds together—clearly this cannot be done unless the sounds are already known.

Phonological awareness describes the ability to integrate these spoken sounds with their written symbols. Most people acquire this recognition over time and this leads to speech, reading and writing development. It is this ability that children rely on, to understand concepts of rhyming, word patterns, and distinguishing between similar sounds (e.g. ‘pear’ and ‘bear’) and different sound emphasis (e.g. ‘accent’ and ‘ascent’).

Individuals may appear to have phonological awareness because they are able to look at a complex word and know what it sounds like. People without phonemic awareness, however, will be unable to explain the individual sounds within the word—they will only know how the word sounds because they have memorized what it looks like as a whole. This is a common disguise for people with dyslexia or language delay. Take the word ‘wonderful’ for example—a person with no phonemic awareness would not know what sound would be left if ‘wonder’ was covered up and ‘full’ remained. The individual may not be able to say ‘full’.

It makes sense then that dyslexia and associated developmental disorders can be understood with regard to sound reception. It seems logical for phonemic awareness not to exist independently of appropriate auditory processing.

Problems in academy

Language disorder

Verbal learning disability

Auditory processing problems

Sounds processed more quickly

Reversal, inversion or transposition

Visual tracking deficit

Originates in the cerebellum—traced back to infancy

Sequencing, recall, rote learning

Partially retain some primitive reflexes

Develop compensatory techniques

Interventions provide practical and helpful ways

In addition to experiencing problems in academic domains, difficulties with task-sequencing, memory, time-concepts, spatial organization and direction are observed.

It may appear unusual that a language disorder could have an effect on these unrelated areas, but when assessing the source of dyslexia, the difficulties make sense.

Studies suggest that although dyslexia presents as a verbal learning disability, it is only the symptoms of a complex neurological issue—that is, a problem with how the brain processes information.

This is evident in terms of the auditory processing problems experienced by dyslexic individuals. For a polysyllabic word such as ‘elephant’, the various sounds in the word may not be processed in the sequence they were given.

Some sounds may be processed more quickly than others which may lead to the individual’s perception of the word as ‘ephelant’.

The reversal, inversion or transposition problems experienced in reading are also reflective of a poorly developed vestibular system. The vestibular system in the inner ear is not only concerned with balance and co-ordination, but with the fine movement of the eye and its visual tracking capability.

It is less surprising then that a visual tracking deficit can exist concurrently with a weak or underdeveloped auditory system.

Recent research has uncovered an interesting theory that dyslexia originates in the cerebellum, the part of the brain concerned with movement. Although the cerebellum is mainly discussed for its effect on physical movements, it is also central to the act of learning and automating not only for physical movements but also for mental processes such as reading.

Problems in the cerebellum traced back to infancy. Children emerge from the womb with primitive reflexes designed to enable them to respond automatically to their environment. As the child matures, these primitive reflexes are overtaken by postural reflexes which allow the child to make deliberate and conscious movements.

The inner ear consists of two organs—the cochlea (responsible for sound reception), and the vestibule (responsible for body co-ordination and balance). It follows that unless these organs are operating at their optimum level and their connections to the cerebellum are strong, 2 distinct problems will arise.

Many of the skills that dyslexic people struggle with (sequencing, recall, rote learning) have their basis in the cerebellum, which is highly impacted by the physiology of the inner ear.

Children with dyslexia, however, appear to partially retain some of their primitive reflexes. It is suggested that this causes slower development of the central nervous system, which partially explains why the cerebellum may not be operating as normally expected.

Dyslexic people will inevitably develop compensatory techniques to disguise or alleviate the effects of their condition. These have important adaptive value, but should not be relied on as an exclusive means of coping.

There are interventions that provide practical and helpful ways to address the problems of the individual. While the disorder cannot be cured, there are ways of making its effects less intense. Findings suggest that the way to manage dyslexia is to concentrate on intensive work in phonemic awareness.

Rote learning is a memorization technique based on repetition. The idea is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.

Rote learning is sometimes compared to the terms parrot fashion, regurgitation, cramming, or mugging, because one who engages in rote learning may give the wrong impression of having understood what they have written or said.

In maths and science, rote methods are often used, for example to memorize formulas. There is greater understanding if students commit a formula to memory through exercises that use the formula rather than through rote repetition of the formula.

Newer standards often recommend that students derive formulas themselves to achieve the best understanding. Nothing is faster than rote learning if a formula must be learned quickly for a test; rote methods can be helpful to memorize an understood fact. However, students who learn with understanding are able to transfer their knowledge to tasks requiring problem-solving with greater success than those who learn only by rote.

Rote methods are routinely used when quick memorization is required, such as learning one’s lines in a play or memorizing a telephone number. Rote learning is widely used in the mastery of foundational knowledge. Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulae in any science, etc.

One illustration of Rote learning can be observed in preparing quickly for exams, a technique which may be referred to as “cramming”.

Rote learning or memorization is a common element in mathematics education, for instance in memorization of multiplication tables. While complex problems can be broken down into simpler multiplications, the answers to these basic operations themselves are essential for complex mathematical operations. It is believed, therefore, that having them at hand mentally will facilitate not only these operations (which are of use directly), but also progress to advanced concepts. A mechanism for such progress would be chunking, whereby the cognitive load of a task is reduced if its basic building blocks are larger.

Acquisition of basic skills involve not only work demonstrating why the operations work the way they do, but also repetition or drilling using examples. It is believed that practice in using mathematics can precede a solid knowledge as to why equations are able to be solved in the ways that they are learned, with the learning of these reasons being facilitated by rote-knowledge of the results of the concept. This combination of mathematical properties and theorems is enhanced memory through rote learning and practice that is believed to be important in mastering mathematics.

In college mathematics, when students start an introductory course in linear algebra, abstract algebra, or topology, they require rote learning of primitive notions and axioms to tackle their course requirements. Similarly, high school students that rote learn the definitions and axioms of Euclidean geometry will be better prepared to construct the proofs characteristic of that course.

Rote learning, called bookwork, was used in mathematics at Cambridge University in preparation for mathematical tripos:

Conscious that they might be asked to write out any proof, theorem, or principle with which they were supposed to be familiar, Cambridge undergraduates committed all such material to memory.

Many music teachers make a clear distinction between the two approaches. Rote learning music is also used in music where notation isn’t sufficient to tell how it should be played (polymetric music, and others). Also this technique is commonly used in jazz, as a method to get the musician to think about the piece played in another way.

As outlined in Edward Kreitman’s book “Teaching From The Balance Point”, there is a distinct difference between rote learning and learning by ear, which is the more important skill developed by the Suzuki method. In “Rote Versus Note”, this difference is explained: “I believe that we need to examine three different approaches to learning”.

Learning by rote: Using a specific set of instructions to produce the desired result

Learning by reading: Using symbolism on the printed page to learn the sequence of notes.

Learning by ear: Using the “mind’s ear”, together with a few simple skills, and a basic understanding of the logic of the instrument, to figure out any piece.

Notebook, Letters, Blogs, Scrapbooking, Study Journal and Meeting Journal.

List of journaling techniques for Organization; Goal-setting/Dreams; Memory-Keeping/Memoir; Emotional Healing; Artists, Writers and Creatives; Physical Health; Business; Wisdom; Kids and Parents.

Upset stomach, gas, bloating, diarrhea and extra mucus.

In order to minimize reactions, start with small amounts, and slowly increase.