Nurture Their Nature

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Note: The Earth Star and Gaila Gate (bottom two) along with Stellar Gate (top) can’t be worked-on just have fairy and be prepared to lighter as healing goes on along with receiving honor, wisdom, and glory. Glory has undesirable attributes. “Open up, ancient gates! Open up, ancient doors, and let the King of glory enter.” Psalms 24:9 NLT Our Electromagnetic System “Our Senses” affects other parts of the brain that have a part in some of the most important aspects of learning which includes the following tasks: analysis (break down category and sequencing) sensory processing memory/learning (short and long term memory) motor control
autonomy (meaning) and attunement (motivation) 3.3 image Cook’s Brainchat 7/30/20 illustration Functional System Dominance (FSD)- when the RAS & ACC (anger)/HPA (shame) and the brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame) systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and Parasympathetic Functional System Dominance (shame- PFD) has hypo-sensory processing and Total Functional System Dominance (both anger and shame- TFD) and varied processing. Lastly, it helps to be familiar with the midbrain (mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such as… Basal ganglia- regulating motor functions. Students with Sympathetic Functional System Dominance (anger-SFD) have mostly hyper-sensory processing and hyperactivity in their proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type & cerebral palsy) and Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular, and fine-motor abilities (ADHD-inattentive type & dysgraphia). Varied is, of course, Total Functional System Dominance which is most common with dysgraphia (anger and shame- TFD). Hippocampus- Parasympathetic Functional System Dominance (shame- PFD)- have mostly hypo-sensory processing and hypoactivity of the hippocampus which helps humans process and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative memories are those related to facts and events. Examples include learning how to memorize speeches or lines in a play. Spatial relationship memories involve pathways or routes. Spatial
Page 2 and 3: Nurture Their Nature Preface Belove
Page 4 and 5: Tricia Cook, MEd., RSP, AOG; https:
Page 8 and 9: Nature
Page 10 and 11: In the field of child -psychology,
Page 12 and 13: appears sadly depressed (hypo activ
Page 14 and 15: Mind you again, learning with meani
Page 16 and 17: 2.1 HPA illustration Vagus Nerve an
Page 18 and 19: Vagus Nerve & RAS Vibrating Alta Ma
Page 20 and 21: ● RAS= HPA & ACC (body & brain= b
Page 22 and 23: quantum-self; there are three forms
Page 24 and 25: Concrete Thought (conscious develop
Page 26 and 27: “Now all glory to God, who is abl
Page 28 and 29: themselves along with soul -body di
Page 32 and 33: elationship memories appear to be s
Page 34 and 35: Thalamus- integrates and sends sens
Page 36 and 37: *NOTE: Dysregulated and Dysfunction
Page 38 and 39: The pons integrates both the medull
Page 40 and 41: Thymus image 4.2 thymus illustratio
Page 42 and 43: If you are questioning if the thymu
Page 44 and 45: Approximately, how many neurodivere
Page 46 and 47: Have you noticed a change in his/he
Page 48 and 49: In-text: (“What is Epigenetics? T
Page 50 and 51: ● ● ● ● ● ● ● ● Art
Page 52 and 53: Results: Acute Initial Response to
Page 54 and 55: Need attunement *can be varie d inc
Page 56 and 57: Thymus (12 chakra and all chakras,
Page 58 and 59: Cook’s Alternatives and Suggestio
Page 60 and 61: toxic infused environment- bioelect
Page 62 and 63: Response: Better with short-term me
Page 64 and 65: as well from “doing” by experie
Page 66 and 67: Work Primarily PYAM Daily: ● Pray
Page 68 and 69: courage/compassion bliss/harmony gr
Page 70 and 71: We pray that God himself, the God o
Page 73 and 74: Note: Think of the body as the four
Page 75 and 76: The goal of the ABC’s is Spiritua
Page 77 and 78: SEE CHAPTER 10 for Complete Lesson
Page 79 and 80: Including a progress monitoring and
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Chapter 7 The Gift- using their str
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Many people with just dyslexia, dys
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Can we heal our DNA for future gene
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Strengths of a Learning Difference
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auditory thinking-learning auditory
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non-focused, impulsive and hard wit
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Solfeggio: https://mynoise.net/Nois
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https://www.youtube.com/watch?v=H9F
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6. Specific organ associated: ex. g
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(adults) For Complete Functional Sy
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Betulaceae Geraniaceae Rutaceae Tur
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phytoestrogens ● Chlorophyll ●
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Blue Cyprus Tangerine Marjoram Oran
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Suggestions for Acute Initial Respo
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devo tion/ blam eless ness cour age
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I don’t be attach ed I releas e H
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Sod conn ectio n/ curio sity prais
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PYAM DAILY Work Primarily PYAM Dail
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schools in New Orleans, LA (of the
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meditating!!“You have to want to
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Prayer/Praise & Worship (PPW) Praye
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● ● ● ● ● ● ● ● ●
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ELBERT: EVERYONE LEARNS BETTER EMBR
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Observer: Interview and take observ
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Does your child regularly argue wit
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with others. Please renew my soul.
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Truth of Sod (Knowledge/Wisdom) S:
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A: P: -----------------------------
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S: Truth of Grace (Perception/Intui
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Truth of Forgiveness & Freedom- I d
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5th Chakra (light blue) I am compas
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Intelligence (Gambheera buddhi) Abs
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https://www.youtube.com/watch?v=4Qu
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Intent: Consciousness (Sanjna) Self
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choose peace. I mostly want the str
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https://www.pandora.com/artist/chri
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● Ask students to write new lyric
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33.__ Enjoy scary amusement rides 3
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By Pearson Education Development Gr
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tory - harmony (In clu d e s the va
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Total Responsive System Dysfunction
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Proprioceptio n, Tactile Senses= RA
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READING & LEARNING INTEREST SURVEY
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m n o p Q q U u Y y R r V v Z z S s
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m il e s cr a p st r o k e pi tc h
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p h s w : - P h o n o gr a m s- D i
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Auditory Processing Omissions: (wor
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PA Continuum: mark on continuum bel
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Specific Language Impairment Ending
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Disclaimer: These checklists and qu
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A round sing To ta l ____ / 5 are P
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then does use fall ten go where do
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Running Record. The observational c
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Substitutions: Other (Circle): squi
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Be gin nin g Ea rly Int er me dia t
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ELBERT Holistic Alternatives for Le
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(Fine Motor) -Rake/sand, sewing, we
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unconditional love (enough). Shame
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Resource: https://tcookedu.blog/202
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Student: DOB: Observer: Visual ●
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Cook’s Initial Aspergers, Autism
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❏ Does he or she follow familiar
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https://www.ohsu.edu/sites/default/
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Spelling Inventory Date: Student: D
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elow). Directions: Read the words o
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Learning Objective Rubric
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Felling: Stated Objective- #3: The
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Student’s Name:__________________
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Shae (nonsense) Include PA- Languag
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w,etc/words, age) Endings of Conjug
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ELBERT Sympathetic Lateral Function
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Memory (Restate)- a higherorder thi
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did this.... Working Memory (Recall
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Notes: Student Sheet: Title:
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Student Sheet: Title: Productivity
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soybeans, acorns, pumpkins Data- Eq
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“why” question related to the t
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shame, empathy, anger, strength, ha
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Sounds may be being fused, confused
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Tweet What is sound word knowledge?
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Tweet When I’m helping your child
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down at the room. The creativity, i
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information (break-down for compreh
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hatred, courage, grief, and compass
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understanding-universal-emotions-fu
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Intervention Daily Lesson Plan Date
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Closing Prayer:____________________
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multitasking. Use text-to-speech so
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auditory distractions, like doors a
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water fountain. Provide handouts so
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● ● nor ma l em ph asi s on ph
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eni ng exe rci ses. Lis ten ing & L
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ng usi ng cat ego riz ati on an d s
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Go al: De vel op the au dit ory (st
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● ● mo ry in the for m of lan g
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sm all det ails . I’d als o sug g
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edg e ph ase (if stu de nt has dys
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● au dit ory me mo ry. Lis ten in
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oni cs ins tru cti on.
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cus ) (int erp ret ed thr ou gh the
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y. De vel op the vis ual - spa tial
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izi ng the sha pe of the lett er EL
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Final Chapter Lastly, the RAS (ARAS
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Please share this article for anyon
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Healersresource.com. (2019). Healer
Page 298 and 299:
Bonaz, B., Sinniger, V. and Pelliss
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Why We Should Teach All Kids Like T
Page 302 and 303:
Monster 2 Keyboard: http://www.dysl
Page 305 and 306:
CALLING FOR ARTICLE REVIEWERS: HERE
Page 307:
“Pin on Magic.” Pinterest, pin.
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