A Holistic Health Model in Diagrams by Dr Romesh Senewiratne-Alagaratnam

1

A Holistic Health Model in diagrams

©2010

Dr Romesh Senewiratne

2

Contents: Introduction....................................................................................7 Lateral and ventral views of brain......................................................11 Overview of the central nervous system..............................................12 Overview of the brain and nervous System..........................................13 Hypotheses on transduction of light and sound energy..........................14

Instinct, emotion and motivation hypotheses: Properties of the conscious and subconscious mind...............................15 Motivation and the brain....................................................................16 Localised functions of the left cerebral cortex........................................17 The limbic system and emotions..........................................................18 Hypothesis regarding positive and negative emotions.............................19 Integrated model of emotional physiology.............................................20 Mind-body healing mechanisms............................................................21 Transforming negative to positive emotions...........................................22 Promoting health through healthy interests...........................................23

How what we see affects us: Anatomy of the eye and retina............................................................24 How what we see affects us (1997 theory)............................................25 Integrated model of the visual system...................................................26 Innervation of the external eye muscles.................................................27 Influence of visual stimuli on the endocrine system.................................28 Chemistry of the stimulatory neurotransmitters......................................29

3 How what we hear affects us (especially music): Anatomy of the ear.............................................................................30 Location of the primary auditory cortex (PAC).........................................31 Neural processing of auditory signals (2000 integrative theory)................32 Location of PAC relative to cortical speech centres..................................33 Model of music perception and analysis.................................................34 Emotional reactions to music and aesthetic development.........................35 Sound influencing the endocrine system.................................................36 Perceptual discrimination in music.........................................................37 Brain structures responding to rhythmic music........................................38 Neurobiology of dance 1.......................................................................39 Neurobiology of musical emotions..........................................................40 Neuropsychology of dance.....................................................................41 Neurobiology of dance 2........................................................................42 Mental states associated with music........................................................43 Emotional reactions to music..................................................................44 Promoting health through music.............................................................45 Dangers from misused music.................................................................46 Medical conditions amenable to music therapy..........................................47 General benefits from music...................................................................48

Development of the Brain Early intrauterine development of the central nervous system.....................49 The brain at 8 weeks gestation...............................................................50 Sagittal section of the adult brain............................................................51

4 The Thalamus and Sensory Integration: Cortical connections of the thalamus.................................................52 Visual and auditory nuclei in the thalamus.........................................53 Cortical layers and the thalamus......................................................54 Nuclei of the thalamus....................................................................55 Connections of the thalamus with the auditory system........................56

The Basal Ganglia and Movement Horizontal section through the basal ganglia......................................57 Location of the amygdala relative to the basal ganglia........................58 Location of the basal ganglia relative to the thalamus.........................59 Parts of the basal ganglia................................................................60 The basal ganglia and thalamus relative to auditory pathways..............60 Post-cortical processing of music and the basal ganglia.......................61 Motor homunculus.........................................................................62

The Hypothalamus, Pituitary and Pineal Anatomy of the hypothalamus.......................................................63 Pituitary hormones.......................................................................64 The hypothalamic-pituitary-pineal axis (2009 integrative theory)........65 Stimulation of melatonin synthesis by noradrenaline.........................66 Pineal neurohormone synthesis......................................................67 Pineal biochemistry......................................................................68 Light and the pineal.....................................................................69 The pineal and hypothalamus........................................................70 Pineal secretions..........................................................................71 Pineal research - the immune system and the pineal.......................72

5 Pineal research – findings by Josephine Arendt...............................73 Brief history of the pineal.............................................................74 Pineal research – refutation of the vestigial theory...........................75 Melatonin synthesis pathway........................................................76 Pineal research – suppressed information........................................77 Pineal research – magnetic field sensitivity of the pineal....................78 Cytoarchitecture of the pineal........................................................79 Pineal research – low-frequency EMR and the pineal..........................80 Hypothesis regarding the pineal and blood coagulation........................81 Integration of indole amine and catecholamine synthetic pathways.......82

Integration of Eastern and Western Health Models 1996 theory regarding pineal and midbrain function...........................83 Integration of Indian chakra model and Western Medical Science 1.......84 Integration of Indian chakra model and Western Medical Science 2.......85 Integration of Indian chakra model and Western Medical Science 3.......86 Overview of the endocrine system...................................................87 1997 hypothesis regarding sound, the pineal and thalamus.................88 Hypothesis regarding chakras and healthy energy use........................89 Integration of Chinese and Western health models.............................90 Integration of Indian chakra and Western physiology models..............91

Theories on the causation and management of dementia Psychological factors in the development of dementia.......................92 Correctable factors in the development of dementia..........................93 Prevention and treatment of dementia by psychological means.........94 1997 theory on the development of dementia and depression...........95

6

Veins draining the brain Venous drainage of the pineal......................................................96 Venous drainage of the brain.......................................................97 The ventricles and flow of cerebrospinal fluid (CSF)........................98

Holistic healing mechanisms Mind-body healing mechanisms....................................................99 Positive motivation responding to healthy instincts.........................100 Transforming negative emotions to positive emotions.....................101 Analysis of positive and negative emotions....................................102 Influence of the auditory system on the brain and mind....................103 Influence of the visual system on the brain and mind.......................104

The brain, mind, heart and immune system Generation of heart disease by mental stress 1.............................105 The heart-brain relationship.......................................................106 Anatomy of the heart.................................................................107 Generation of heart disease by mental stress 2..............................108 Influence of emotions on the immune system.................................109 Influence of experiences on the immune system.............................110 Analysis of environmental causes of cancer....................................111

Holistic psychiatry Progression from delusion to sanity..............................................112 The consequences of believing one has a sick mind.........................113 Essentials of holistic medical history-taking....................................114

7

INTRODUCTION: This collection of diagrams was drawn between 1995 and 2010, and is part of my attempt to create a holistic model of the brain and mind that incorporates a health, rather than a disease, paradigm.

The model I studied at the University of Queensland in the late 1970s and early 1980s was focused on disease, and deeply splintered between neurology and psychology. Medical courses around the world still are. Diseases of the brain and nervous system, I learned, were termed neurological diseases, while diseases of the mind were termed “psychiatric disorders”. Many years working as a family doctor illustrated the limitations of this model when it comes to understanding and promoting health, rather than disease.

In 1995, after seven years in general practice, I took some time off medicine to focus on music and a project to record live bands in Melbourne. I had set up a recording company with two of my band members in 1994, and planned to establish an organization called Groove On, with the objective of promoting Melbourne’s thriving youth musical scene. The organization was intended to foster a cooperative rather than a competitive environment for sharing music. I was on top of the world, enthusiastic and highly “goal directed”. In psychiatric terms, I was suffering from “hypomania”.

Hypomania is defined as a period of elevated, expansive or irritable mood that lasts longer than five days. It is accompanied by an increase in goal directed activities (motivation), creative activity and reduced need for sleep. At the time I regarded my mental state as a state of creative and motivational excitement. This excitement was accompanied by various insights into psychology and the brain, especially regarding attention and concentration, the development of aesthetic and memory, the influence of preconceptions and prejudices on behaviour, instinct theory and the excessiveness of memorisation in medical education. I was also particularly interested in the mysterious pineal organ in the brain and curious as to why so little about the pineal was making it into the medical texts that students studied from, and the journals general practitioners learned from.

8

The diagrams in this book chart the evolution of my ideas about the relationship between the mind and body (including the brain). These ideas started crystallising in 1995, with an insight, gained after an afternoon spent painting with my then two-year-old daughter, that communication, curiosity and play are instincts that can be used therapeutically for the promotion of physical and mental health. For example, promoting curiosity and self-directed learning can be used to prevent and perhaps remedy dementia, while promotion of communication, curiosity and play can also be of value in the treatment of depression and melancholia. In addition, promoting curiosity and the instinctual drive for exploration can be used to promote physical activity – walking in particular. Play, to use the term broadly, can include ‘playing’ music and musical instruments, which provide broad health benefits.

I remain particularly interested in how what we see and hear affect our health. This includes both negative and positive influences in our health and sanity – what we see and hear can create delusions, and lead us in directions that are not conducive to health. At the same time there has been inordinate focus on what we consume as it relates to our health, rather than what we see, hear or do. Recent research in the neurosciences has demonstrated that the brain continues to form new connections throughout life. It seems reasonable to suppose that focusing our attention on what is beautiful, truthful, gentle, graceful and harmonious, can promote health, while an excessive focus on what is ugly, dishonest, violent, clumsy and discordant has opposite effects (though discordant sounds have their place in music).

In the integrated model that I explore in this book of diagrams, I present a model of emotions that is significantly different to existing models of emotion, mood and so-called “affect”. The biological psychiatry model, in which I was trained as a medical student and junior doctor, tended to describe positive emotions (such as elevated and expansive mood, excitement and euphoria) as evidence of pathological mental states. In addition, sadness (which is usually understandable if the sad person is listened to carefully) is routinely attributed to a “chemical imbalance” and a “brain disorder” termed “depression”.

9

In the model I began developing in 1995 I considered different emotions individually, drawing on the discoveries of comparative biology, evolutionary biology and psychology and my own observations of patients, family members and friends (and myself). As you will see, my thinking on the matter of emotions and what might be regarded as healthy and unhealthy emotions has changed considerably over the years. I’m sure it will change further in time. Emotions are difficult to define and understand, and researching the neurobiology of emotions is at the cutting edge of the neurosciences. What is already clear, though, is that the dominant models in medicine and psychiatry regarding emotions and mood are seriously flawed and badly in need of revision. I hope to contribute to this re-evaluation of emotions through the theoretical work that is outlined in these diagrams.

Every action prepares the brain for more action along the same lines. Pathways that are used a lot become habituated – they conduct electricity faster and more efficiently. Also, neurotransmitters stored in vesicles at the tips of axons (the outgoing or efferent nerve processes) are better able to release the chemical messengers that carry signals to the next cell. This is the mainstream view of brain organization, one that I will use to build a more complex model of how the brain, mind and body work together to promote health, and how we can facilitate these healing mechanisms by paying attention to what we look at and listen to.

It is said that a picture tells a thousand words. In this book I am going to share my diagrams with a minimum of text. More detailed work explaining my theoretical work on the neurobiology of music, the pineal, schizophrenia, mood and affect, and disease creation by the medical profession can be found on my Scribd and You Tube sites.

It is self-evident that activity in the brain controls physical (physiological) and chemical (biochemical) activity in the body. Without activity in the brain there can be no voluntary contraction and relaxation of the muscles that enables all voluntary actions. Without activity in the brain, there can be no sight, hearing, smell, or taste. There is no sense of touch or position without the brain. At the same time, what we do, what we see, hear, smell, taste and touch also change the brain – how it is wired and

10

how it functions. This is obviously the case in babies and young children, but it remains the case when we get older.

The human brain is estimated to contain about 100,000,000 neurons, and many more supportive glial cells, including astrocytes, oligodendrocytes, microglia and ependymal cells. It is generally accepted that mental processes (the mind) are emergent phenomena arising from the organization of these cells, especially the neurons, of which several types have been identified (based on differences in their shape, their physical properties and chemistry). Modern neuroscience has indicated that the nerve cells (neurons) in the brain and nervous system are losing and forming new connections throughout life. Though there is a gradual reduction in the number of neurons in the brain from the third year of life, the surviving cells have the potential to connect with other nerve cells through increasingly complex, branching axons and dendrons. This means we can be developing our brains, and improving them, throughout life.

Continuing to develop our brains throughout life requires us to pay attention to what we see, hear and do. Every experience can be a learning experience, and self-directed learning has many advantages over didactic learning. When I began theorising on learning and education I was reacting to what I saw as an excessive focus on memorisation in the medical curriculum rather than education about how to read and listen critically and analytically. I thought that if we focus on seeking new knowledge for its own sake, and seek healthy knowledge (not just knowledge about health) it provides a mechanism to fend off age-related dementia and depression at any age. There’s a lot to be curious about. And curiosity didn’t kill the cat – it just made the cat wiser.

11

Diagram 1 (1998): Lateral and ventral views of the brain showing the four outer lobes of the cortex and the cerebellum:

12

Diagram 2 (1998): Overview of the central nervous system, with redefinition of “midbrain” (based on adult, rather than embryologic anatomy):

13

Diagram 3 (1999): Orthodox overview of brain and nervous system:

14

Diagram 4 (1999): Hypotheses on light and sound energy transduction.

From The Politics of Schizophrenia, 2000

15

1995 INSTINCT AND MOTIVATION THEORY Diagram 5 (1996) This theory, developed since 1995, looks at properties of the conscious and subconscious minds and their neural substrates, integrating a theory of motivation defined as an interplay between instinct, conditioning and free-will. (from Alpha State – a state of mind for the New Age, 1996)

16

Diagram 6 (1996): 1995 hypothesis regarding the relative roles of the forebrain, midbrain and hindbrain in mediating and motivating behaviour (from Alpha State)

17

BRAIN FUNCTIONAL LOCALISATION Diagram 7 (1996): Some known localised functions of the left-sided cortex:

Paul Broca’s discovery of a localised area of cortex involved in the generation of speech, followed by Carl Wernicke’s identification of another area necessary for comprehending speech gave impetus to the pseudoscience of phrenology. Phrenologists of the nineteenth century ascribed all manner of mental attributes, often arbitrarily, and with little scientific justification, to parts of the brain surface (and by inference to bumps and irregularities of the skull, which were carefully measured with specially designed instruments). It is important to avoid the mistakes of the phrenologists when developing functional brain-mapping, however many mental abilities do have localised neural substrates, while many involve a number of parallel circuits and synchronised function of several parts of the brain. For example, looking for a ‘part of the brain’ responsible for creativity, wisdom, music or emotions is likely to be, at best, over-simplistic. Memory, too, cannot be localised in this way, though certain structures, such as the hippocampus, mammillary bodies and the hypothalamus are

18

clearly required for the formation and recall of memories. Likewise, structures such as the nucleus accumbens and amygdala are clearly involved in emotional reactions, along with many others. Shown in red in the next 2 diagrams are structures included by James Papez (in 1937) as the Limbic System, which he held to be specifically involved in mediating emotional reactions. Given that Papez developed his hypothesis by injecting cats with rabies, little attention was paid to positive as opposed to ‘negative’ emotions of fear and rage. This has been an ongoing failure in subsequent experimental psychology research on emotions, given that much continues to involve assessments of the results of cruelty to animals. The model presented in the following diagrams draws inferences from commonsense observations about emotional reactions, integrated with the known neural connections between the limbic structures, hypothalamus and pituitary. My work integrating this model with contemporary and ongoing discoveries about the pineal gland, and the hormones it produce (including melatonin) can be found on pages...

Diagram 8: The Limbic System as depicted in Snell’s ‘Clinical Neuroanatomy’, 1980. The location of the pineal, absent from the source diagram, has been added. The notes at the bottom of the diagram explore positive and negative emotions as a polarity between love and fear. The possibility that the pineal is involved in the timing of thoughts was speculative.

19

Diagram 9 (1996): Early theory on the limbic system and emotional reactions. Though modern psychiatry and psychology have recently been referring to positive and negative emotions, it’s not so clear what they are.

20

Diagram 10 (2000): This diagram, from The Politics of Schizophrenia (2000) develops the concepts of positive and negative emotions, integrating these with parts of the brain that are known or can be inferred to be involved in emotional reactions. The connection between the limbic structures (only some are shown in the interests of simplicity) and the hypothalamus provides a physiological mechanism by which positive emotions can facilitate the function of the pituitary and autonomic nervous system, promoting health through the mind-body relationship.

21

Diagram 11: 1995 integrative hypothesis regarding the mind-body healing mechanism, in which my theory of motivation by (mostly) ‘positive’ instincts is expanded to show how satisfaction of these instinctual drives can promote health through the endocrine (hormonal) secretions of the pituitary and pineal, and modulation of the activity in autonomic nervous system by the hypothalamus (under the influence of our perceptions, emotions and various thought processes).

22

Diagram 12 (2003): Method of transforming negative to positive emotions.

23

Diagram 13 (2003): Promoting health through healthy interests.

24

How What We See Affects Us Diagram 14 (1998): Parts of the eye and structure of the retina.

25

Diagram 15 (1997): Analysis of how what we see affects us, integrating chakra model (on right of diagram):

26

Diagram 16 (2007): Integrated model of the visual system

27

Diagram 17 (1996): Innervation of external eye muscles. These have a relevance to the development of the visual aesthetic in 2, 3 and 4 dimensions.

28

Diagram 18 (1997): Influence of the visual system on the endocrine system.

29

Diagram 19 (1998): Chemical structures of the main stimulatory neurotransmitters.

There are several other important neurotransmitters, notably Glutamate and Gamma Aminobutyric Acid (GABA). GABA is the main inhibitory neurotransmitter in the brain and is the dominant neurotransmitter in the whole brain – stopping unwanted neural activity is vital for health, both physical and mental. This is especially so in a world filled with information overload.

30

How What We Hear Affects Us Diagram 20 (1997): Parts of the ear and their connection with the brain.

31

Diagram 21 (2010): Location of the Primary Auditory Cortex (PAC)

The primary auditory cortex is located in Heschl’s gyrus, and receives auditory signals from the medial geniculate nucleus (MGN) of the thalamus. Auditory data is transmitted from the PAC to the secondary auditory cortex, which is located adjacent to the PAC in the superior and middle temporal gyri. There is functional asymmetry between the left and right-sided auditory areas. For more details please see “The Brain’s Processing of Music”: http://www.scribd.com/doc/76085344/The-Brain-s-Processing-of-Music-by-Dr-Romesh-Senewiratne

32

Diagram 22 (2000): Overview of neural processing of auditory signals.

For more detail, and explanation of these diagrams, please see The Brain’s Processing on Music, published on Scribd: http://www.scribd.com/doc/76085344/The-Brain-s-Processing-of-Music-by-Dr-Romesh-Senewiratne

33

Diagram 23 (2011): location of PAC relative to speech centres in the left hemisphere.

34

Diagram 24 (2000): Model of music perception and analysis:

35

Diagram 25 (2000): Emotional reactions to music fostering development of aesthetic appreciation.

36

Diagram 26 (1999): Mechanism by which sound can affect the endocrine system (from An Integrated Model of the Brain and Mind, 1999).

The diagram above is highly simplified. There are several stages of auditory processing between the auditory nerves and the medial geniculate nucleus of the thalamus. It should also be noted that effects of emotions on the hypothalamus via the limbic system influence the autonomic nervous system as well as the endocrine system (via the pituitary and pineal, as indicated in the diagram).

37

Diagram 27 (2000): Listening is more than just hearing.

38

Diagram 28 (2009): An exploration of brain structures involved in emotional reactions to rhythmic music.

39

Diagram 29 (2009): Neural structures implicated in mental and motor control of dance.

40

Diagram 30 (2009): Looking in more detail at the structures subserving emotional reactions to music.

41

Diagram 31a (2000): Exploration of the neuropsychology of the dance urge

42

Diagram 31b: Neurobiology of dance 2

43

Diagram 32 (2000): Overview of mental states associated with music

44

Diagram 33 (2000): List of emotional reactions to music with and without words

45

Diagram 34 (2000) Some basic principles for music therapy that can be used for self-therapy. From Music and the Brain (2000).

46

Diagram 35 (2000): List of some dangers from misused music and unhealthy music.

47

Diagram 36 (2000): Some groups of medical conditions that can benefit from specifically-designed music therapy programs.

48

Diagram 37 (2000): General benefits from well-selected music.

49

Development of the Brain Diagram 38 (1999): Early, intrauterine development of the brain

50

Diagram 39 (1999): The brain, at 8 weeks gestation. The organ remains constantly active from a few weeks gestation until death.

Embryologically, the ‘midbrain’ includes only those structures that develop from the mesencephalon. Strictly, then, the hypothalamus, basal ganglia, most of the limbic system and the thalamus are forebrain, rather than midbrain structures. During ontological development, the cerebral hemispheres of the prosencephalon enlarge massively, obscuring the deeper diencephalon and mesencephalon.

In some of my earlier diagrams I refer to a number of diencephalon structures as “midbrain” structures. This can be confusing. Technically, the middle of the brain is not the “midbrain”, as I suggest in the following diagram.

51

Diagram 40 (1998): Sagittal section of the brain, based on an illustration in Snell’s Clinical Neuroanatomy (1980). In this diagram an odd shape of the cingulate gyrus is included, since it was in the original. The diagram shows the relative positions of the pituitary and pineal glands.

52

The Thalamus and Sensory Integration Diagram 41 (1998): The thalamus is intimately connected with most parts of the cortex. This diagram, based on an illustration in Snell’s Clinical Neuroanatomy (1980) shows the reciprocal connections between the different nuclei of the thalamus and parts of the cerebral cortex. More detail has been discovered in recent years, but this model, originally published by the famous medical artist Dr Frank Netter in the 1960s, has been generally shown to be accurate.

53

Diagram 42 (2010): The left thalamus showing the location of the lateral and medial geniculate nuclei. The medial geniculate nucleus (MGN) receives auditory information and the lateral geniculate nucleus (LGN) receives visual information. From the MGN the data is transmitted to the auditory cortex in the temporal lobes before being transmitted to other parts of the brain. In the visual system, data is transferred from the LGN to the visual cortex in the occipital lobes (at the back of the brain).

The pulvinar, adjacent to the MGN and LGN is involved in selective attention and concentration on specific sensory modalities. The other nuclei of the thalamus include discrete collections of neurons that have a close, bi-directional, topographical relationship with the cortical layer of the brain. Embryologically the layers I, IV, V and VI of the cortex grow with direct connections to the thalamus (layer I and IV are input layers, layers V and VI provide outputs to the thalamus).

Functionally, then, the thalamus works in intimate detail with the cortex. The localisation in function that is evident in the cortex also applies to the thalamus, although the structure also enables integration of sensory inputs, and selective attention and concentration on salient aspects of our environment. Deciding what is salient, though, is likely to have more to do with cortical function (especially that of the frontal lobes) and activity in the limbic system than the thalamus.

54

Diagram 43 (2012): Relationship of cortical layers with the thalamus

55

Diagram 44 (2010): The nuclei of the thalamus

56

Diagram 45 (2010): Connections of the thalamus with the auditory system.

57

The Basal Ganglia and Movement Diagrams 46 and 47 (1999): Views of the basal ganglia, that I learned in medical school are like a “starter motor” in the brain. This is something of an oversimplification, though these complex structures are involved in initiating movement. They’re also involved in emotional reactions.

Diagram 46 Naming the parts of the basal ganglia and decisions about which structures to include in the term are subject to disagreement by experts. Some classify the layer of homogenous cells deep to the insula and superficial to the putamen (the claustrum) as a part of the basal ganglia. Others regard the claustrum as a deep, extra layer of the insula. The input nuclei of the basal ganglia are the caudate nucleus and putamen. These receive outputs from the frontal, parietal and temporal lobes of the cortex. The frontal lobe inputs include pathways related to voluntary movements and are implicated in Parkinson’s Disease and drug-induced Parkinsonism.

58

Diagram 47 (1999): basal ganglia, showing location of the amygdala at the end of the tail of the caudate nucleus. The amygdala is involved in certain emotional reactions (excitement, fear and anger).

59

Diagram 48 (2011): location of the basal ganglia (red) and thalamus (yellow)

60

Diagram 49 (2011): parts of the basal ganglia. The nucleus accumbens is involved in pleasurable emotional reactions.

Diagram 50 (2011): location of the basal ganglia (red) and thalamus (yellow) relative to the subcortical auditory pathways (green).

61

Diagram 51 (2011): Pathways involved in post-cortical processing of music.

62

Diagram 52: Motor Homunculus

63

Diagram 53 (2011): The hypothalamus

Pineal

Mammillary body

Pituitary gland

Preoptic nucleus

Anterior hypothalamic nucleus

Paraventricular nucleus Dorsomedial nucleus

Posterior nucleus

Ventromedial nucleus Suprachiasmatic nucleus (circadian rhythms)

Supraoptic nucleus

64

Diagram 54: Pituitary hormones

65

Diagram 55: hypothalamic-pituitary-pineal axis

66

The Pineal Gland (organ) Diagram 56: Stimulation of melatonin synthesis by noradrenaline

67

Diagram 57: pineal neurohormone synthesis

68

Diagram 59: pineal biochemistry

69

Diagram 60: light and the pineal

70

Diagram 61: the pineal-hypothalamus connection

71

Diagram 62: Pineal secretions

72

Diagram 63: pineal research – immune system and the pineal

73

Diagram 65: pineal research by Josephine Arendt

74

Diagram 66: Brief history of the pineal

75

Diagram 67: pineal research – refutation of vestigial theory

76

Diagram 68: Melatonin synthesis pathway in 1980 medical textbook

77

Diagram 69: pineal research – 1980 textbook showing subsequently suppressed information about the pineal

78

Diagram 70: Becker’s theory regarding magnetic function of pineal

79

Diagram 71: cytoarchitecture of the pineal

80

Diagram 72: Pineal research - effect of EMR on the pineal

81

Diagram 73: Hypothesis regarding magnetic fields and blood coagulability

82

Diagram 74: Integration of indoleamine and catecholamine synthesis

83

Integration of Eastern and Western Health Models Diagram 75 (1996): Hypothesis regarding pineal and midbrain function

84

Diagram 76: Integration of Indian chakra model with Western scientific model 1

85

Diagram 77: Integration of Indian chakra model with Western scientific model 2

86

Diagram 78: Integration of Indian chakra model with Western scientific model 3

87

Diagram 79: Overview of the endocrine system

88

Diagram 80 (1997): Hypothesis regarding sound, the pineal and thalamus

89

Diagram 81: hypothesis regarding chakras and healthy energy use

90

Diagram 82: Integration of Chinese and Western health models

91

Diagram 83: Integration of Indian chakra and Western physiology models

92

2000 theories on the cause and prevention of dementia Diagram 84: psychological factors in development of dementia

93

Diagram 85: Correctable factors in development of dementia

94

Diagram 86: Prevention and treatment of dementia by psychological means

95

Diagram 87 (1997): theory on development of dementia and depression

96

The Brain, heart and immune system Diagram 88: Venous drainage of the pineal

97

Diagram 89: Venous drainage of the brain

98

Diagram 89: The ventricles and flow of cerebrospinal fluid (CSF)

99

Holistic Healing Mechanisms Diagram 90 (1997): Mind-body healing mechanism

100

Diagram 91: Positive motivation by responding to positive instincts

101

Diagram 92: Transforming negative emotions to positive emotions

102

Diagram 93: Analysis of positive and negative emotions

103

Diagram 94: Influence of the auditory system on the brain and mind

104

Diagram 95: Influence of the visual system on the brain and mind

105

The Mind, Brain, Heart and Immune System Diagram 96: Generation of heart disease by mental stress 1

106

Diagram 97: The heart-brain relationship

107

Diagram 98: Anatomy of the heart

108

Diagram 99: Generation of heart disease by mental stress 2

109

Diagram 100: Influence of emotions on the immune system

110

Diagram 101: Influence of experiences on the immune system

111

Diagram 102: Analysis of environmental causes of cancer

112

Holistic Psychiatry Diagram 103: Progression from delusion to sanity

113

Diagram 104: The consequences of believing one has a sick mind

114

And finally: essentials of holistic medical history-taking