brain not connected

no brain: paul mccartney is jesse mccartneys father
big brain: jesse mccartney is paul mccartneys trophy husband waiting him out to cash a check
glowing brain connected to the cosmos and universe at large: jesse mccartney and paul mccartney were in the mob together twenty years ago and they were independently put in witness protection for the same crime but there was a mix up and they were given the same surnames and no one realised until jesses rise to fame when it was too late to fix

HOW TO STUDY/LEARN ANY LANGUAGE

Being a polyglot, I decided to make a post about how to study any language, Without further ado, here it is:

1) TRY TO STAY AWAY FROM ENGLISH

This is the most crucial step to studying/learning a new language. In order for your brain to pick up the new words and ideas, it needs to be more immersed in the language you’re learning. Now for most of us who are learning languages in school, that’s kind of hard, especially since most language classes do most of the work in English until you build a level of fluency. This is the primary reason why immersion programs or immersion schools are so much more successful in teaching a language: you’re forced to talk, write, speak, and think in the language you’re learning. Your brain makes connections faster and thus learns faster to understand and process the language. I would suggest that when you’re learning the language, whether it’s in class time or homework, try to work only in that language. Don’t automatically translate things into English because that’s only going to inhibit your process. Even if your knowledge of the language is limited, practicing thinking in the language, reading the language without translating, and speaking will greatly improve your progress. You’ll find yourself become more fluent and the language will flow rather than be halting because your brain is trying to translate things instead of thinking fluently.

2) LEARN AS MUCH VOCABULARY AS YOU CAN

Vocab is one of, if not the, most important aspect of learning a language. I would even go as far as saying it’s about 70-80% of effectively knowing a language. Think about it this way, if you’re at a restaurant and you’re asked to read the menu or if you’re out and you’re reading signs and advertisements, will knowing hundreds of verbs and their conjugations help you get by? Most likely not. Vocab on the other hand will make the difference between understanding and being totally clueless. If that example didn’t do it for you here’s another one: when you’re speaking to someone how can you express yourself if you don’t know the words? Chances are even if you know no grammar but know key words in the language someone will understand you. Most people don’t pay that much attention to grammar anyway when you’re speaking. As long as you have a basic understanding of it, you’ll be understood. I’m not saying that grammar isn’t important, far from it, but so many people underestimate vocab and focus on grammar and that hinders your learning. Try to learn as much vocab as you can because it will bring you one more step to being fluent. The key to knowing a language is to understand it to a high degree. You can’t understand if you don’t know the words. Find a list with the most common words in the language you’re learning and try to learn them all. Have a goal to learn 10-20 new words per day and you’ll go a long way. If you’re trying to learn vocab I would recommend to have a sheet with all the words you’re trying to learn and their definitions. Hide the words and try to write the vocab by seeing only the definitions. Writing down helps you remember and this method is foolproof. I’ve used it for 6+ years in French and it’s never failed me.

3) LEARN BASIC GRAMMAR

When I say basic grammar, I mean the typical verb tenses and some basic structures. This doesn’t mean learning every single verb conjugated in every single tense, but rather learning the patterns of grammar and how to apply them. Work smarter not harder. Learning the patterns makes it easier to recognize them when you’re reading and remember them when you’re writing. In my opinion, one fault with the way languages are taught in school is the way they teach grammar and how much time they spend on it. Most native speakers don’t worry as much about grammar as non-native speakers do. Again, I’m not saying grammar isn’t important because it is and  you have to know it, but the way it’s taught ruins it. Try to make a chart with all the verb tenses and the patterns that go with the different types of verbs and then a list with the irregular verbs/exceptions. This should be enough to help you gain a basic mastery of grammar. If you know the basic rules, it will become second nature as you speak, write, and read more.

4) READ, LISTEN, AND SPEAK

The language you learn at school is very very different from the language actually spoken in its native country. Most of the language you learn is very formal while in real life, formality is disregarded to a degree and slang is prevalent. In order to build a fluency, you need to read and listen to the language in its natural form to pick up the slang and words that are actually used and not the archaic words that nobody ever says. Listen to music from that language, watch the news in that language, read a book or magazine in that language etc. This will again help your brain learn and process the language better. It will also help with vocabulary and general understanding. Children’s books are the best when you’re starting out. The language is simple and the grammar isn’t to complicated. Start with children’s books and then work your way up to novels and other forms of literature. Listening to the language is also crucial. Try to find mediums where the language is spoken and just listen. Don’t translate or stress yourself out trying to understand it all because you won’t the first couple of times. Just let it sink in. Gradually, you’ll find yourself understanding more and more and you’ll improve. With the speaking aspect, speak as much as you can. Don’t be embarrassed if you stumble, can’t express yourself as much as you would like, or have an accent. I also find that watching/reading/listening to translated works is helpful. Find your favorite book and read it in the language you’re learning, it will help you understand and learn more because you already know what’s going on and can focus on the vocab and grammar. Find your favorite movie and watch it in the language you’re learning. Again, it will help you learn more vocab. The more you practice the better it will get. If you distance yourself from speaking you’ll never improve. Balancing reading, listening, and speaking is the key to being successful.

5) DON’T BE AFRAID TO MESS UP

Nobody becomes fluent over night. Cliche but true. Don’t expect to instantly know everything. It’s normal to struggle and have trouble. Failing is part of the learning process and if you stop practicing because you’re afraid, you’re never going to learn anything. Let go of your fears and insecurities and go for it. If you fall down, pick yourself up and start again. Don’t be embarrassed if you mess up but rather learn from your mistakes and grow. The things we remember most are usually the things where we’ve messed up or had a negative experience with. So use the hiccups as a learning experience and your language skills will improve. 

If you follow these steps, I’m confided that you’ll be better in no time :) The key is to enjoy what you do and have fun! Good luck!

Study Tips!

1) STUDY WHEN YOU’RE SLEEPY! Instead of reading a bedtime story, try and study for a few minutes before going to sleep. When you’re asleep, the brain makes connections to make your newest memories stronger and more prominent, so by studying before bed, you’re more likely to remember what you learned or reviewed that night.

2) DON’T TRY TO LEARN IT ALL AT ONCE! Space your studying out. There’s a new learning technique that is called “spaced repetition,” which involves breaking all the information that you need to learn into small chunks of information, and then reviewing the chunks slowly over a period of time. PLEASE don’t try to remember an entire chapter from your textbook in one reading session; instead, learn a few paragraphs a day and review each paragraph before starting anything new. 

3) MAKE IT INTO A STORY! Make whatever you’re studying into a fun, crazy tale. When you turn the information into a story, the info becomes more meaningful. For example, there’s PEMDAS.’PEMDAS’ stands for “Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction.” PEMDAS is a way to remember the order of mathematic operations, but the order that each letter comes in may be confusing, so we’ll make a story out of the letters! For example, PEMDAS becomes (P)lease (E)xcuse (M)y (D)ear (A)unt (S)ally!

4) GET UP AND MOVE! Research has shown that by studying in different places each time we study makes us less likely to forget information. Every time that you move around, you are forcing your brain to form new associations with the same materials so that it becomes stronger in our memories.

5) CHANGE IT UP! Don’t study just one subject in an entire study session. Study a lot of subject in one sitting, instead. When you study like this, you are helping your brain to prepare you to use multiple strategies to find a solution to one problem. For example, when you study a lot of division problems at once, you’ll later remember that those problems require some division, but by doing both multiplication and division, you will be training your brain to consider what method will best solve the problem. 

6) TEST YOURSELF! When you quiz yourself, you’re preparing yourself for the real thing. Don’t worry about getting nervous while trying to remember what the Four Noble Truths are in Buddhism; the harder it is to remember something you learned during practice mode, the more likely you are to remember it on the real test. 

7) ACTUALLY WRITE THINGS DOWN! Research shows that the human brain stores more information securely when we write it out than when we type it. 

8) MAKE SOME NOISE! By reading information out loud, you are mentally storing it into your brain in two ways: seeing it and hearing it. 

9) DON’T STUDY WITHOUT A DRINK! Sorry, not an alcoholic drink, though. Lots of research suggests that caffeine-filled drinks such as coffee or tea, will keep us awake and alert while studying. Especially when it seems like there’s nothing more interesting than staring at the ceiling until you doze off. 

10) REWARD YOURSELF! Take a little walk, eat something sweet, give yourself five minutes on your phone - do whatever makes you’d like. When we know that there’s a little bit of a treat waiting for us after we finish a certain amount of studying, it makes it a lot harder to procrastinate so much.

11) WORK TOGETHER! Not everyone learns well in groups, but if you do, a study group is perfect for you! Get together with some pals every few days and review whatever you need to with them. It also helps to put certain people in the group in charge of certain things, such as cleaning up trash, providing extra materials, making or bringing snacks, etc). 

12) TAKE A TIME OUT! Taking some time to plan everything out is probably the most important study skill that you can have. Make small weekly goals for yourself. When you set your goals, don’t just tell yourself that you want to pass that English exam, tell yourself that you need to reach multiple smaller goals in order to succeed at you much bigger goal. 

13) STARE AT THE WALL! Before you force yourself to stare at a text book for three hours straight, look at your wall for three minutes straight. It’s not exactly meditation, but it has the same effect as meditation does. And meditation is known for reducing anxiety and boosting your attention span. 

14) DO SLIGHT EXERCISES BEFORE YOU HIT THE BOOKS! Research has shown that just half an hour of exercise can improve our brain-processing speed and other important cognitive abilities. Simply by jogging around the block, you may go to studying with a higher IQ. 

15) WHEN IN DOUBT, DANCE IT OUT! If you’ve ever relied on Beyonce’s singing to make it through an all-nighter of studying, you can agree that music helps to reduce stress. Even though everyone has a different music taste, studies show that classical music has been the best at reducing anxiety and tension. So, give your subjects a soundtrack and get to work. 

16) GET YOUR OMEGAS! Omega-3 fatty acids, which can be found in olive oil, nuts, and certain fish, are famous for boosting brain power. Studies have even shown that consuming a combination of omega-3 and omega-6 fatty acids before taking an exam have reduced test anxiety.

17) TAKE REGULAR BREAKS! I know that people are always saying to give yourself a break every now and then, but it’s very important that you do give yourself some time in between subjects! Science has proved that by taking breaks regularly, you are boosting your productivity and improving your ability to focus. 

18) GET SOME SLEEP! It may seem like a great idea to stay up all night and commit yourself to memorizing every possible answer to each question, but all-nighters rarely get you an A on anything. Actually, staying up all night has been shown to make cognitive performance worse, along with increasing stress. Try to get a good night’s sleep every night so that your tiredness doesn’t undo all your hard work.

19) STEP AWAY FROM THE SCREEN! I’m pretty sure that we’ve all had those times where we’re trying to study so hard but our phone or laptop or tablet or TV or any distracting electronic device is just calling us to it. Try to avoid as much technology as you possibly can while studying. If you absolutely must have technology nearby, mute the notifications for apps, put your TV remote away, and temporarily block certain distracting websites (such a Tumblr) until you’re done studying. 

20) BREATHE! Studies have shown us that smelling certain essential oils, like rosemary or lavender, can help to ease nervousness before a test. 

21) FIND WHAT WORKS FOR YOU! Everything is different for different people. Some people are early birds who work best in the morning, some people are night owls who learn better late at night. Some work better with others, some do better when studying in silence. Nothing is the same for everybody, so just find what work bets for you and what makes you feel the most comfortable, most intelligent, and most successful. 

2

FULL COMIC HERE (care for boobs and suggestive sexual acts)

Background: This is at the theater troupe, he’s around 17-18, the girl, named Lia is older, around 20. In these troupes, it is historically known that human encounters are much more forgiving, they don’t tend to care about the norms of the current society. And thus we get to this scene. He’s probably new there, and Lia basically jumps on the “fresh meat” - she just wants to introduce him to the theatre society this way, to loosen up this strange shy boy. Little does she know…

This might be one of Jhin’s worst memories, since he feels like he got trapped, used there (even though he was somewhat curious), this girl turned his own body against him. His body can be turned on, but his brain can’t.

At that age he didn’t have a clear idea on sex, but this made him realise how much an intercourse messes him up, it makes him miserable. Remember, he views people as a material for art (this delusion already forming in his mind), so doing something like this is repulsive. He can’t have an orgasm (even if he gets off) - the feeling of pleasure/euphoria isn’t there when having sex, he only can achieve that by killing people. Tldr; He’s kill/gunsexual.

Post-T6T: My Theories and Speculations

Okay, on the whole, I regret my knee jerk first reaction, I really do. I did the same thing with TEH AND ASiB, and both are two of my fave episodes now for subtextual reading. The problem I find I have, is that I physically cannot process an episode of ANY new show properly the first time around, and I still have residual het-goggles on (sadly probably always will), so my brain absolutely cannot connect dots and see the subtext right away. 

I think I was more upset about Mary seemingly getting a redemption that I could not focus on anything else; my reading of Mary was a very personal thing to me to help cope with an abuser in my life, and I think it just… really bothered me that everyone seemed hunky-fucking-dory about Mary being completely forgiven and that’s all I could focus on. 

BUT SHE ISN’T REDEEMED. THIS WAS PART OF HER PLAN. I still think she’s a villain, and I still think her mission is to destroy Sherlock.

A few theories, as there are obvious clues that there is much more going on: 

  • Mary’s gunshot mirroring Sherlock’s but being SO over the top that it’s ridiculous. John should have been able to save Mary. Like her last words were literally barbs to John and Sherlock: To John: “C’mon doctor, you can do better than that” (making John seem like he’s a shitty doctor) // To Sherlock: “now we’re even”, possibly making John think Sherlock meant for her to die.
  • And speaking of Doctor, John didn’t even, I dunno… TRY to save her? Like… he’s a “very good” doctor, and nothing.
  • And what was that convo about the baby with 666 and the devil? Who… talks like that about their baby?
  • We see mostly Mary’s POV, so we don’t really KNOW what’s happening with John and Sherlock, do we? Like… There HAS to be more to John. John’s “grief” doesn’t seem like it’s his. I dunno. I feel like John is purposely pushing Sherlock away, just like Sherlock was doing in TRF.
  • There’s a lot of missing scenes we saw at setlock that we haven’t seen in this episode. 
  • Still annoyed by the fake letter. Mary’s talking like she’s in Sherlock’s Mind palace in TAB. THAT’S LITERALLY THE ONLY TIME SHE HAS EVER SAID “My Darling”.
  • I do love that Sherlock is visiting Ella for advice to help John; he’s admitting to his emotional weakness for him. That said… unreliable narrator???
  • There’s a LOT of lines directly paralleling previous episodes, and the music is all recycled from S3. This is all really suspicious to me.
  • JOHN HAS DEFINITELY BEEN A HOSTAGE. His reaction to AJ’s torture story is TOO TOO “this is relatable”. He has experienced this. OR he’s thinking about Sherlock’s torture.
  • The letter from John. What does it say? And Molly is in on all of this too. It seems like she is being forced to say that to Sherlock.
  • The “love” codename. What if it IS a password from the trailer? Mycroft conjugates the translation, and “I love” is one of them.
  • The sides of the bed bothers me. And if they’re “so in love” whey are they so separated in bed?
  • ALSO: The CLEAR TAB REDO. The whole episode is TAB.
  • ALSO: He refers to himself as SHERLOCK HOLMES. ALL. THE. TIME. Like that is really out of character for him.
  • ALSO: The Miss Me DVD. Can you be more obvious.
  • ALSO: MENTIONED THIS in my last post, the ODD CAMERA ANGLE OVER BAKER STREET.

I think there is definitely a larger plot at play, and John is at the centre of it, and Mary is still alive and that John will be the one to kill her.

As for the baby? Hm. I’m still iffy about it. As I said, I’m not entirely convinced this whole thing is real.

Anyway, I’m very tired. I can’t think anymore. I’ll add to this post with more rewatches.

Lord help me, I literally dreamed up a new type of soulmate story. One where a specific glyph appears on your arm when in the presence of someone who a) is mentally compatible, b) emotionally compatible, or c) genetically compatible with you. Like, a glyph of hearts and flowers appears when you are in the presence of your romantic soulmate, it’s a different glyph if it’s your platonic soulmate, another glyph for someone who is your intellectual match, and (I swear my dreaming mind is just plain WEIRD) a little sperm-and-egg glyph if the person is the one who can give you the best babies.

And of course you can have multiple glyphs appear over time…or if you’ve met your Ultimate Mega Perfect Soulmate ™ you get ALL the glyphs at once.

And the more powerful the connection, the more painful the etching of the glyphs into your flesh (I blame Harry Potter for that bit, because of Hermione’s “Mudblood” scars). 

Also, the topper? Of COURSE I dreamed this was in some vague dystopian future where you have to follow through if the genetic match shows up, even if you’re in a relationship with someone else. 

(Part of my dream was me sitting in a cafeteria/student lounge with a friend; she kisses her boyfriend and he leaves for class; she looks down and sees the sperm-and-egg glyph and is all excited and shows it to me; then the guy sitting at the table next to us very loudly says “Fuck!” and we look to see him staring at the same glyph on his arm…and my friend is utterly devastated, knowing that she has to have this guy’s baby and I’m trying to comfort her and then the dream changed to something else, but yeah…time to stop rambling.)

youtube

The goal of trauma therapy is to stay in the resilient zone while processing the past trauma, so today Alexa and I teach you some techniques to do just that! Since fight, flight or freeze are ways our body responds when our sympathetic nervous system is maxed out, we have to find ways to calm it back down.

We have talked in the past about grounding techniques, and how those can help when we are dissociating or in the “freeze” state, but what do we do if we are in the fight/flight state? Alexa talks about how we are soothed as children and how our brains are actually wired for connection. With that in mind she gives us some ideas of ways to recreate that soothing feeling and how to build a resiliency box, so you have these tools with you when you need them.

When we are babies we connect with our mother through feeding. We make eye contact, we suck and swallow. We can be upset, crying and even throwing a tantrum, but a few moments being fed and we become calm. Alexa uses this image to offer up some soothing techniques. We can suck on candies, make eye contact and hear the voice of someone we love and who is safe, and do some slow deep breathing. She recommends asking that safe and loving person to leave a voicemail or send us a video saying something nice. Then keep that in your resiliency box so you can hear it and see it when you need it most.

I hope you found this video helpful and keep it in a playlist so you can re-watch it as you create your own resiliency box! Huge thank you to Alexa for sharing her knowledge, and thank you to my Patreon Patrons for their support! It’s because of them that this collaboration (and all of my videos really) are possible. xx

nytimes.com
The Purpose of Sleep: To forget, Scientists say  sleep may help the brain prune back unneeded synapses.
By Carl Zimmer

A PET scan of a brain during normal sleep.

by Carl Zimmer

Over the years, scientists have come up with a lot of ideas about why we sleep.

Some have argued that it’s a way to save energy. Others have suggested that slumber provides an opportunity to clear away the brain’s cellular waste. Still others have proposed that sleep simply forces animals to lie still, letting them hide from predators.

A pair of papers published on Thursday in the journal Science offer evidence for another notion: We sleep to forget some of the things we learn each day.

In order to learn, we have to grow connections, or synapses, between the neurons in our brains. These connections enable neurons to send signals to one another quickly and efficiently. We store new memories in these networks.

In 2003, Giulio Tononi and Chiara Cirelli, biologists at the University of Wisconsin-Madison, proposed that synapses grew so exuberantly during the day that our brain circuits got “noisy.” When we sleep, the scientists argued, our brains pare back the connections to lift the signal over the noise.

In the years since, Dr. Tononi and Dr. Cirelli, along with other researchers, have found a great deal of indirect evidence to support the so-called synaptic homeostasis hypothesis.

(excerpt - click the link for the complete article) 

Sometimes textures are colours

There are various different shades of red for when I put my hand in a bowl of beads depending on the texture if the beads and the size

Different shades of yellow for smooth surfaces like walls (that’s why If ever you see me I’m always running my hand on a wall because I like the constant yellow)

Anything wire like or grassy or spiky is a green obviously depending on the different variables

youtube

I finally looked up Calcifer’s saucepan song and apparently it is a) a real song b) about a harried housewife and c) IN WELSH AND NOW I JUST-

I JUST NEED TO KNOW HOW CALCIFER LEARNED THIS SONG

DOES HOWL SING IN THE SHOWER?

DID HOWL BRING CALCIFER HOME TO A MUSIC FESTIVAL??? BRING HIM ALONG TO MEET HIS FAMILY LIKE ‘oh this is just a random bit of suspiciously glaring blue flame in a jar don’t mind it but also say hi or whatever like I care’ AND CALCIFER OVERHEARS SOMEONE SINGING??? MAGICAL BRAIN CONNECTION???? YOUNG WIZARD HOWELL AND CALCIFER PRE-MOVING CASTLE JUST LIKE, HIDING FROM THE RAIN IN AN ALCOVE AND HAVING SING-ALONGS TO PASS THE TIME????? MRS PENTSTEMMON MAKING THEM DO SURVIVAL EXERCISES ON A DESERTED ISLAND A LA IZUMI CURTIS??? HOWL SINGING TO THE KIDDOS IN MARKET CHIPPING IN A ~~~mysterious foreign language~~~??????

HOW?????? I NEED TO KNOW

(Sophie and Howl get married and Calcifer floats over to Sophie like ‘woman. here is a song. you need it in your life because your husband is an enormous dick welcome to the club’

‘WHY YES I DO HAVE AN ENORMOUS DICK’ Howl yells from the bar where he’s working on getting plastered and Sophie just. buries her head in her hand and lets Calcifer teach her the damn song.

She doesn’t realize it’s in a real language until she catches Howl’s sister singing it on her next visit to the family.)

Musical Training Creates New Brain Connections in Children

Taking music lessons increases brain fiber connections in children and may be useful in treating autism and Attention Deficit Hyperactivity Disorder (ADHD), according to a study being presented next week at the annual meeting of the Radiological Society of North America (RSNA).

(Image caption: Fibers belonging to the greater forceps pre-musical training are observed (A, B, C). Fibers belonging to the same patients after 9 months of musical training are observed below (a, b, c))

“It’s been known that musical instruction benefits children with these disorders,” said Pilar Dies-Suarez, M.D., chief radiologist at the Hospital Infantil de México Federico Gómez in Mexico City, “but this study has given us a better understanding of exactly how the brain changes and where these new fiber connections are occurring.”

The researchers studied 23 healthy children between the ages of five and six years old. All of the children were right handed and had no history of sensory, perception or neurological disorders. None of the children had been trained in any artistic discipline in the past.

The study participants underwent pre- and post-musical-training evaluation with diffusion tensor imaging (DTI) of the brain. DTI is an advanced MRI technique, which identifies microstructural changes in the brain’s white matter.

“Experiencing music at an early age can contribute to better brain development, optimizing the creation and establishment of neural networks, and stimulating the existing brain tracts,” Dr. Dies-Suarez said.

The brain’s white matter is composed of millions of nerve fibers called axons that act like communication cables connecting various regions of the brain. Diffusion tensor imaging produces a measurement, called fractional anisotropy (FA), of the movement of extracellular water molecules along axons. In healthy white matter, the direction of extracellular water molecules is fairly uniform and measures high in fractional anisotropy. When water movement is more random, FA values decrease, suggesting abnormalities.

Over the course of life, the maturation of brain tracts and connections between motor, auditory and other areas allow the development of numerous cognitive abilities, including musical skills. Previous studies have linked autism spectrum and ADHD with decreases in volume, fiber connections and FA in the minor and lower forceps, tracts located in the frontal cortex of the brain. This suggests that low connectivity in the frontal cortex, an area of the brain involved in complex cognitive processes, is a biomarker of these disorders.

After the children in the study completed nine months of musical instruction using Boomwhackers—percussion tubes cut to the exact length to create pitches in a diatonic scale, DTI results showed an increase in FA and axon fiber length in different areas of the brain, most notably in the minor forceps.

“When a child receives musical instruction, their brains are asked to complete certain tasks,” Dr. Dies-Suarez said. “These tasks involve hearing, motor, cognition, emotion and social skills, which seem to activate these different brain areas. These results may have occurred because of the need to create more connections between the two hemispheres of the brain.”

The researchers believe that the results of this study could aid in creating targeted strategies for intervention in treating disorders like autism and ADHD.