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Dee Finney's blog
Start date July 20, 2011

Today's date  July 34. 2011


 Divine Matrix by Gregg Braden

No matter what anyone thinks reality is, it is much bigger than anyone can imagine.  Reality isn't even what one can observe or measure.  It's bigger than our imagination can even handle.

In the last two months, I personally have discovered (not by m myself)  that things are occurring all the time that are so outrageous to the imagination, one could go nuts if one stops to think about it and tries not to accept it, because it is happening whether we like it or not.

For example:  Do you know that a spirit can leave its physical body, travel to another body on another planet and operate that body like it belongs to the self?  

I know people who are having dinner cooked for them by people who live in foreign countries while their own spirit is on a space ship near Mars. 

Think that can't happen?  It's happening on a daily basis.

I know of someone who can host another spirit in her body, whether she's in or to and that spirit can operate her body and heal other people miraculously just with a touch of energy.  This is also happening regularly.

Most people know what channeling is. 

There are many types of channels and they come in all manner of skill levels.  The highest level of channeling is the one I've described above.  There are only five people on earth who have achieved that level of skill.   It takes dedication and training to achieve that level obviously. 

One can be born with a certain set of skills and gifts  usually because they have done it in a past-life - (not necessarily on this planet)  and can then bring this gifted spirit into a human body and operate it successfully for the most part - though frequencies of earth can make the body unhealthy in other ways.  (There is always a downside to gifts as well)

We've all heard of people who are so talented and gifted in music or science, we all think that they must be the reincarnation of a certain person who had the same skill in history as we know it.  That could be true.  One example would be that little girl on America's Got Talent who at age 8 could sing like an opera star. 

Jackie Evamvhp    http://www.youtube.com/watch?v=SKhmFSV-XB0

http://www.youtube.com/watch?v=TVGrcy8wQHk&feature=related

http://www.youtube.com/watch?v=yCUl5_Y_jG0&feature=related

http://www.youtube.com/watch?v=1qecULT01iE&feature=related

ACCIDENTAL GENIUS

http://www.youtube.com/watch?v=CegSgiWNgAI

http://www.youtube.com/watch?v=PFt4tmz_Kag&feature=related

http://www.youtube.com/watch?v=Th6LOfayvKw&feature=related

http://www.youtube.com/watch?v=RKXg92atWVg&feature=related

http://www.youtube.com/watch?v=GEOZ31HeZT4&NR=1

http://www.youtube.com/watch?v=OaU0C87P4AM&feature=fvst

I started playing the piano at age six, and I can guarantee you, with years of practice, I never achieved that rate of skill no matter how much I loved to play.  Other children who played the piano at my age were always better than I was even though I played and practiced as much as they did.  So, that tells me that this kind of skill comes from within, not just from practice. 

In ancient Rome, the genius (plural genii) was the guiding spirit or tutelary deity of a person, family (gens), or place (genius loci).^[4] The noun is related to the Latin verb gigno, genui, genitus, "to bring into being, create, produce." Because the achievements of exceptional individuals seemed to indicate the presence of a particularly powerful genius, by the time of Augustus the word began to acquire its secondary meaning of "inspiration, talent.

Darwin said that traits can only be inherited, proves that not everything that Darwin said was true.

We always suspected that something physically extraordinary must have made Albert Einstein smarter than the rest of us. His contributions changed our conceptions of space, time, and the very nature of reality, and his ideas have left their mark on nearly every aspect of modern physics, from the subatomic to the cosmological.

Einstein even said himself that one of the keys to his intelligence was in his ability to visualize the problems he was working on and then translate those visual images into the abstract language of mathematics. In fact, one of the most famous examples is his special theory of relativity, which, as the story goes, he developed out of day dreams of what it would be like to ride through the universe ona beam of light.

When Einstein died in 1955 at the age of 76, his body was cremated. Before that, Dr. Thomas Harvey, a pathologist who performed the autopsy, took the brain home with him. Some parts of the brain were given to scientists to be used for scientific studies. The brain was not heard from again until 1978 when the reporter Stephen Levy tracked it down to Harvey's office in Kansas. According to Levy, Einstein's brain was being stored in Harvey's office inside two jars. Most of the brain, except for the cerebellum and parts of the cerebral cortex, had been sectioned (sliced). Dr. Harvey's preliminary examinations had found nothing unusual about the anatomical structure of Einstein's brain.

One of the scientists who got a part of Einstein's brain was Marian Diamond, a prominent Berkeley professor.

She and her team counted the number of neurons and glial cells in Einstein’s brain: area 9 and area 39 of the cerebral cortex on the right and left hemisphere. Area 9 is located in the frontal lobe (prefrontal cortex) and is thought to be important for planning behavior, attention and memory. Area 39 is located in the parietal lobe and is part of the "association cortex." Area 39 is thought to be involved with language and several other complex functions. The ratios of neurons to glial cells in Einstein’s brain were compared to those from the brains of 11 men who died at the average age of 64.These scientists reported that Einstein's brain appeared to have a higher percentage of glial cells, the cells that support and nourish the network of neurons (1). The group concluded that the greater number of glial cells 'oligodendroglia' -- helper cells that speed neural communication -- per neuron might indicate the neurons in Einstein’s brain had an increased "metabolic need" - they needed and used more energy. In this way, perhaps Einstein had better thinking abilities and conceptual skills. However, it is important to note that the areas 9 and 39 make important connections with many other areas of the brain and complex behavior is the result of many areas acting together.

The most recent finding on Einstein's brain was published on June, 1999. Scientists have found that one part of his brain was indeed physically extraordinary. A team of department of Psychiatry and Behavioural Neurosciences, from the Faculty of Health Sciences at McMaster University compared anatomical measurements of Einstein's brain with those of brains of 35 men and 50 women who had normal intelligence. In general, Einstein's brain was similar to the other brains except for one area called the inferior parietal region. Because of extensive development of this region on both sides of his brain, his brain was 15% wider than other brains studied. "Visuospatial cognition, mathematical thought, and imagery of movement are strongly dependent on this region," the researchers note. This unusual brain anatomy may explain why Einstein tackled scientific problems the way he did.

Normal brain - contains a sulcus called the parietal operculum and the inferior parietal lobe; the latteris the seat of mathematical and visual reasoning Einstein brain - was no longer than most, but the parietal operculum region was missing. This allowed the inferior parietal lobe to grow 15% wider than normal

In addition, Einstein's brain was unique in that it did not have a groove, called a sulcus, that normally runs through part of this area. The researchers speculate that the absence of the groove may have allowed more neurons in this area to establish connections between each other and work together more easily, possibly creating an "extraordinarily large expanse of highly integrated cortex within a functional network."The findings, the researchers conclude, suggest that differences in people's ability to perform certain cognitive functions may be due in some degree to physical differences in the structure of the regions of their brains that mediate those functions. Witelson theorized that the partial absence of the groove in Einstein's brain may be the key, because it might have allowed more neurons in this area to establish connections between one another and work together more easily.

Not only was Einstein's inferior parietal region unusually bulky, but a feature called the Sylvian fissure was much smaller than average. Without this groove that normally slices through the tissue, the brain cells were packed close together, permitting more interconnections - which in principle can permit more cros-referencing of information and ideas, leading to great leaps of insight.

In conclusion, Although these results are interesting, it remains to be seen if every brilliant physicist and mathematician will have this same anatomy. Looking at the brains of living geniuses may be easier than it was with Einstein. In the past, a person's brain anatomy could be studied only after his or her death, but modern technology, such magnetic resonance imaging (MRI) and positron emissiontomography (PET), allows scientists to observe the brain at work within the living body. With this technology, it may prove quite possible to observe, not only differences in brain structure, but also the actual amount ofactivity taking place in those structures. For instance, if Einstein'sbrain had been studied with this technology, scientists could have observed the larger, unique parietal lobes and looked for activity in those areas as the physicist thought about his theories. Moreover, the study did not investigate how neurons in these brains were connected and of course, could not tell if there were differences in the way the neurons functioned.

References
1. Experimental Neurology 1985;88: 198-204).

FROM:  http://www.cerebromente.org.br/n11/mente/eisntein/einstein.html

Developing Genius Abilities
by Kostya Kovalenko

In October, we reported on the work being done in the former-Soviet Union in the development of superpsychic powers for those who really need them (see The Bronnikov Method: Teaching Blind Children to See). As we might suspect, Bronnikov's work extends far beyond this single application. It also involves ''the preservation of genius qualities in the child,'' and the development of those qualities in older children and adults.

The heart of Bronnikov's teaching is what he calls the ''inner biocomputer.'' In Bronnikov's view, we do not teach ourselves information. Rather, we program our inner biocomputer to absorb the information, then we simply access it as needed.

And the biocomputer, in Bronnikov's view, is able to access all of the information in the universe. This accords with what Western spiritual sources have long believed about the Akashic Records as a storehouse of all knowledge and all history in the universe, available to each one of us — if only we knew how to access it. What is so unbelievable about Bronnikov's approach is that he has apparently developed practical, repeatable methods for teaching anyone at all how to achieve this feat of accessing knowledge directly. He is proving that anyone who chooses to take the time to learn how can tap into the Akashic Records at will.

Spirit of Ma'at reporter Kostya Kovalenko, who lives in Kiev near Bronnikov's native Feodosia, has stayed close to this story. Here, he tells us more about the work that is being done by this amazing man.

vViacheslav Bronnikov has created an international project called ''Informational and Social Ecology for the 21st Century.'' He and his colleagues are working in several directions, and one of them is ''new education.'' Several base programs have been developed in this area.

''Minus One Year,'' for example, deals with pre-birth informational development! Using this system, parents begin working with their child even before it is born, and learn to follow their child's in utero development.

Another direction of Bronnikov's work is in pre-school education. The child, in Bronnikov's understanding, is so close to the Divine at this age, so complete, that developing genius is simply a question of preserving the qualities that are already present — instead of deforming our children by our ways of bringing them up.

A third direction that Bronnikov's work has taken involves a proposed new type of school for developing the qualities of genius in older children and adults. Such schools make it possible for children and adults to go beyond the standards set by society. Teachers, instead of communicating their own ideas to students, would be ''looking into the mysteries of the Divine plan, and fulfilling it.''

vTeachers and students in a Bronnikov school are allies. Together, they train the inner biocomputer, and that, in its turn, does the actual learning, providing knowledge upon request. The role of a teacher in this case is a combination of analyst, mediator, and something like the conductor of an orchestra.

Bronnikov's new school format fosters a relationship between teacher and student based on this ''biocomputer'' model of the brain. It's also based on advances in what he calls ''virtual psychology,'' wherein the Self is seen in a spiritual light — that we all are beings with access to all knowledge, everywhere, and that we are here on Earth for a purpose. One of the results of attending a Bronnikov school is reportedly that students, through working with the levels of mind that this work taps into, are able to realize their life's mission at a very early age.

Bronnikov has achieved unique results in working with his students. In Moscow alone, his methods have been taught to more than 2,500 children, with about 500 people going through the first three stages of the course. Some children are even being taught the new methods in Sunday school. Students of a school that opened its doors last September already are far exceeding the test scores of those in other schools, while having a more active social life — and seeing the world around them in a new light.

At the new Special Center for Social Ecology Of Human Informational Evolution at Moscow State University for Service, students in the sociology and social services department are now being offered a Bronnikov course entitled ''Human Life Info-Ecological Safety.'' The practical experience they receive in the Bronnikov Method is something they can then use with their other university courses.

Here is a description from the International Academy for Human Development, describing what children gain through learning the Bronnikov Method:

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