Blank chapter plan templates help you quickly and precisely generate a lesson.
You can take an idea for a chapter and transform it into a well planned performance when you place it in a template. The template prompts you to recognize the purpose of the lesson, the key points you want to make, the core activities the students will do and the resources that you will need to have on hand.
Blank chapter plan templates help you correlate a lesson.
If you comprise a notes section on your template it is easy to add you thoughts on the lesson. This will help you next time you teach the activity. You may want to note that brainstorming adjectives or plot lines would have helped the students write their stories. You may want to note that bringing extra glue and rulers for those students that don't have their own would have helped the chapter go more smoothly.
Blank chapter plan templates help you store your chapter plans.
Templates are a great way to store chapter plans. If you keep the size to an A4 page and place the branch and chapter title clearly at the top it is very easy to file them away. They can be dropped into branch folders in a filing cabinet or slipped into loose leaf folders.
Designing your own is easy. Here's how you make your own.
Simply open a word document and add all or some of the features below.
You can use bold font for titles and lines to end each section.
If you are inescapable with the features of the word agenda then use a table format. It will save space on the page.
1) Subject
(Identify the branch area. This could be Maths - Numeracy - duplicate Digit expanding or Science- Weather-The Precipitation Cycle)
2) Objective/Goal/Overview/Purpose
(Identify exactly what the imagine for the chapter is- what skill is being introduced or practiced? You might write - introduce the Precipitation Cycle or revise the Precipitation Cycle or use what we already know about the Precipitation Cycle to predict what might happen in a amount of scenarios.
3) Date
4) Time
(How will the chapter take?)
5) study Standards Addressed
(What part of the syllabus is being taught?)
6) Equipment
(What things do you need to have on hand - worksheets/posters/models/website addresses/glue/scissors/dictionaries/atlases/sports tool etc)
7) Key Points
(What key points do you want to the students to search for in this lesson? These are the things that you will focus on in the introduction, search for in the middle section and revise in the summary. Other way to think about this is to ask, what do you want the students to know at the end of this lesson?)
8) Introduction
( What will you tell the students at the start of the lesson? usually this is a summary of what the chapter will entail and then a clear explanation of the notion or demonstration of the skill. It make sense to let your students know what the purpose of the chapter is and what the key points that you will be exploring are.
9) Middle
(What will the students be doing? This is the body of the lesson. It is the activities that the students will be doing. It could comprise completing a worksheet, designing a brochure, researching on a computer, or completing a science experiment.
Here is an example of what you might write.
The students will do the following: unblemished the maths problem worksheet, write a draft of two math problems, ask Other student to edit their math problem drafts, rewrite the math problems on A5 cards.)
10) Summary
(The summary is usually a revising of what has happened in the lesson. Write in here any questions that you may want to ask the students at the end and any points you want to revisit.)
11) Notes
(After the lesson, write any thoughts you had here.)
As you use you blank chapter plan template, you will probably find that there are sections that you want to add and others that you want to alter or delete. With a miniature tweaking, you will end up with a self-designed template that is tailored perfectly to your needs.
Blank episode Plan Templates - How to Make Your OwnA science fair abstract is an abbreviated description or a overview in brief of the entire project. It is one of the last job of the science project but is of huge importance. It states the valuable and most foremost things about the project. The science fair abstract in a clear and easy language gives the foremost outlines of the entire project. The abstract is ordinarily nearby 250 words in length. It should appear at the beginning while preparing the project description and it should also be located at the display board of the fair. The science fair abstract, when located at the display board, gives the spectators the condensed version comprising the main elements of the project.
Science fair abstract helps citizen decree if they want to read the full report. Much more citizen will read the abstract as any other part of the work. It's like an advertisement speaking for the work done. If one wants the jury and audience to be excited about one's science fair project, then writing an exciting, spirited abstract is always suggested.
Since a science fair abstract is so short, each section is regularly only one or two sentences long. Consequently, every word is foremost to conveying message. If a word is boring or vague, it will contribute distraction. If a word is not adding something foremost it should be omitted But, even with the abstract's brief length, don't be afraid to reinforce a key point by stating it in more than one way or referring to it in more than one section.
The science fair abstract should always include the following parts -
* Introduction--This is your project's purpose statement i.e. Why was the project undertaken
* problem Statement--It lays down the hypothesis of the project
* Procedure--give the description of your variables, your advent towards the investigation
* Results--give specific data and the synopsis of the results obtained
* Conclusion--state clearly the windup derived
While writing the abstract for the science project one should supervene distinct specific guidelines and avoid the following -
* Uncommon scientific terms which most citizen aren't aware of
* Abbreviations and short forms
* Charts and tables
* Acknowledgements
Given below is an frame to write a science project abstract:
* Title
* Introduction (genera idea about the project)
* problem statement and the hypothesis (what is that is to be established) Methodology (process employed, materials used etc.)
* prognosis of data (what indication does the data gives)
* windup (what results were found)
* Application (how is the seeing of help)
Science Fair Abstracts - How to Write an AbstractIntroduction: Maslow in the Big Apple
Abraham Maslow was born in New York in 1908 to poor, uneducated Russian immigrants. He was the oldest of seven children, and therefore pushed by his parents to consequent in education where they had not. Originally studying to be a lawyer, he found it to be of itsybitsy interest and finally shifted over to science of mind where he excelled. Maslow went on to receive his PhD in science of mind at the University of Wisconsin, under the tutelage of Harry Harlow, famed for experimentation with rhesus monkeys and attachment behavior. After some time he returned to New York and began studying human sexuality. In addition to this study, during the years of teaching, he had the chance to meet many well-respected psychologists which additional helped to shape his thoughts on the human needs. The final event which led Maslow to move in the humanistic direction came from the study of the development of the notion of "self-actualization". It was this study that led Maslow to establish his famed Hierarchy of Needs Theory.[1]
Food for thought: What humans actually need
Until Maslow began to establish his theories, most studies on human nature focused on biology, achievement or power to account for the military that drive us.
Maslow postulated that there were five levels of basic needs that every human attempts to attain:
Externally-Satisfied Needs (basic needs that every private must satisfy before they can progress).
1. Physiological - I'm hungry.
2. Security - I'm scared.
Internally-Satisfied Needs (needs prominent to enlightenment and understanding.
3. Communal - I'm lonely.
4. Esteem - I can't.
5. Self Actualization - I can!
In the 1970s, Maslow additional split this hierarchy up into a total of eight levels:[2]
1) Physiological: hunger, thirst, corporal comforts, etc.;
2) Safety/security: out of danger;
3) Belonging and Love: affiliate with others, be accepted; and
4) Esteem: to achieve, be competent, gain approval and recognition.
5) Cognitive: to know, to understand, and explore; (new)
6) Aesthetic: symmetry, order, and beauty; (new)
7) Self-actualization: to find self-fulfillment and comprehend one's potential; and
8) Self-transcendence: to join together to something beyond the ego or to help others find self-fulfillment and comprehend their potential. (new) (This notion is relatively new and many authors such as Dr. Stephen covey express similar views.)[3]
Another way to look at the Needs is to break it into "D-Needs" (Deficiency) and "B-Needs" (Being). Maslow believed that the insufficiency needs, once satisfied ceased to be a driving force for the individual, and they were then free to move upward to developing themselves.
If we consequent the traditional hierarchical form, we can see that each need forms the basis of the next need above it in the pyramid. Without these old foundations, Maslow believed that it is impossible to move on to the next stage in the hierarchy.[4]
In spite of the fact that it is very well-known and intrinsically comforting, there seems to be itsybitsy hard evidence that the system actually applies to citizen in general. Even Maslow admitted to this.[5]
A studying experience
Maslow's Hierarchy of Needs has had a dramatic sway on the field of education. traditional beliefs concerning educational methodology have shifted to a more humanistic approach, with the focus on meeting the students' basic needs in order to aid them to progress.
The most prominent goal in education is to learn, followed by developing an understanding of the material to withhold it, and apply it in life. In order to do this, the students need to be motivated adequate to work hard to achieve this goal. Without motivation to learn it is unlikely that the education will consequent to the extent that it is intended.
In order to maximize this motivational desire, the educators need to attend to the needs of the student. By understanding Maslow's Hierarchy of Needs, teachers can work toward realizing the basic needs that establish the foundation for higher learning, or actualization.
Here is an example of how the school can meet the basic needs of the students:
If the school understands that in order to function at school, students need the basic physiological needs satisfied before they can suck up their studies, they may reconsider providing lunches if a great deal of the students do not have their own. This would then drive the learners to the next level. By fostering a trusting, safe environment, with a classroom Communal network, and providing praise in the form of inevitable reinforcement from the teachers, the students will be able to focus on their learning.[6]
A real example that has come up near the end of the 20th century with respect to this is the problems that have arisen due to the beliefs on "special education". during the 70s and 80s when where the traditional beliefs of segregating children with special needs (physical, intellectual, or emotional) was employed in the school system anomalies arose that called into inquire these beliefs. It was believed that by placing these students in isolate studying atmospheres they would be able to learn at a pace more approved to their abilities, receive special attention and finally improve straight through the system to receive the same education at the end of the program. As it turns out, this did not happen and the children’s studying was hampered.[7]
Managing expectations
Focusing on such human needs for thriving motivation can very actually be ported over to the enterprise world and applied in the field of Management. In fact, Maslow himself became fascinated with the field of management and attempted to account for the potential of good managers to motivate their employees using a solid understanding of the Hierarch of Needs. He even went so far as to commonly visit a high-tech enterprise in California to study the management practices in the 1960s. Maslow discovered that managers who treat their subordinates with trust and respect created an environment that promoted a great work situation and improved productivity.
Peter Drucker, the famed management guru has said that "Maslow's offering to management was a big one. He pointed out hat you have to have different personnel policies for different citizen in different situations for them to be truly effective."[8]
Why 'Y'?
Theories X and Y, as advanced by Douglas McGregor fit very nicely into the Needs Theory. If humans are intrinsically searching for something to help drive them to the next level, and have an internal desire to progress, and give back to society, as is believed by the followers of "Theory Y", then it goes to speculate that the humanistic approach, as laid out by Maslow would aid these individuals in reaching their goals. If we believe that human nature responds best to a positive, nurturing atmosphere, then managers that hold the following beliefs with respect to their staff should be able to raise them up higher in an endeavor to improve productivity, and the private goals of the worker:
1. Employees view work as natural.
2. Commitment to goals leads to self-direction and self-control.
3. citizen will look for situations where they can receive accountability for their work.
4. Decision-making on varied levels can be spread among the enterprise and not be the sole accountability of upper management.[9]
What's 'Humanism' got to do, got to do with it?
Humanism is the "third force" in psychology, following the traditional studies of behaviorism and psychoanalysis. Maslow, Carl Rogers, Rolly May and many others helped to improve this way of seeing at the human condition.
Humanism has a long history going back to the times of the Greek philosophers of the 6th century Bc. It has come send in time and advanced into three broad categories: religious, secular, educational humanism. When citizen discuss "humanism" they ordinarily mean the understanding of secular humanism.
"Humanism is a broad kind of active ethical philosophies that affirm the dignity and worth of all people, based on the potential to decree right and wrong by request for retrial to universal human qualities— particularly rationality, tasteless history, experience, and belief. Humanism is a component of a range of more specific philosophical systems, and is also incorporated into some religious schools of thought.
Humanism entails a commitment to the quest for truth and morality straight through human means in withhold of human interests. In focusing on the capacity for self-determination, humanism rejects transcendental justifications, such as a dependence on faith, the supernatural or divinely revealed texts. Humanists endorse universal morality based on the commonality of human nature, suggesting that solutions to our Communal and cultural problems cannot be parochial."[10]
Humanists ordinarily believe the following:[11]
1. Humanism is a philosophy focused upon human means for comprehending reality. Humanists make no claims to possess or have passage to supposed transcendent knowledge.
2. Humanism is a philosophy of speculate and science in the pursuance of knowledge. Therefore, when it comes to the inquire of the most valid means for acquiring knowledge of the world, Humanists reject arbitrary faith, authority, revelation, and altered states of consciousness.
3. Humanism is a philosophy of imagination. Humanists recognize that intuitive feelings, hunches, speculation, flashes of inspiration, emotion, altered states of consciousness, and even religious experience, while not valid means to derive knowledge, remain useful sources of ideas that can lead us to new ways of seeing at the world. These ideas, after they have been assessed rationally for their usefulness, can then be put to work, often as alternate approaches for solving problems.
4. Humanism is a philosophy for the here and now. Humanists regard human values as making sense only in the context of human life rather than in the promise of a supposed life after death.
5. Humanism is a philosophy of compassion. Humanist ethics is solely involved with meeting human needs and answering human problems--for both the private and society--and devotes no attention to the satisfaction of the desires of supposed theological entities.
6. Humanism is a realistic philosophy. Humanists recognize the existence of moral dilemmas and the need for particular observation of immediate and time to come consequences in moral decision making.
7. Humanism is in tune with the science of today. Humanists therefore recognize that we live in a natural universe of great size and age that we evolved on this planet over a long duration of time, that there is no compelling evidence for a separable "soul," and that human beings have inevitable built-in needs that effectively form the basis for any human-oriented value system.
8. Humanism is in tune with today's enlightened Communal thought. Humanists are committed to civil liberties, human rights, church-state separation, the extension of participatory democracy not only in government but in the workplace and education, an expansion of global consciousness and replacement of products and ideas internationally, and an open-ended arrival to solving Communal problems, an arrival that allows for the testing of new alternatives.
9. Humanism is in tune with new technological developments. Humanists are willing to take part in emerging scientific and technological discoveries in order to exercise their moral sway on these revolutions as they come about, especially in the interest of protecting the environment.
10. Humanism is, in sum, a philosophy for those in love with life. Humanists take accountability for their own lives and relish the adventure of being part of new discoveries, seeking new knowledge, exploring new options. Instead of seeing solace in prefabricated answers to the great questions of life, Humanists enjoy the open-endedness of a quest and the freedom of discovery that this entails.
What is keeping us back?
If reaching the summit of the mountain of self-actualization were easy, every person would be enlightened, happy, hard-working, creative, and wealthy. We would all strive to take accountability for our actions, and endeavor to improve the situation colse to us by developing new and unique ideas. Unfortunately, this is not happening. What is keeping us back from reaching our "fully functional, wholesome personality"?
I concur with Maslow that community and the education system are preventing individuals from reaching their full potential. Here is what Maslow has to say on the matter:
"The state of being without a system of values is psychopathogenic, we are learning. The human being needs a framework of values, a philosophy of life, a religion or religion-surrogate to live by and understand by, in about the same sense he needs sunlight, calcium or love. This I have called the "cognitive need to understand." The value- illnesses which consequent from valuelessness are called variously anhedonia, anomie, apathy, amorality, hopelessness, cynicism, etc., and can come to be somatic illness as well. Historically, we are in a value interregnum in which all externally given value systems have proven failures (political, economic, religious, etc.) e.g., nothing is worth dying for. What man needs but doesn't have, he seeks for unceasingly, and he becomes dangerously ready to jump at any hope, good or bad. The cure for this disease is obvious. We need a validated, usable system of human values that we can believe in and devote ourselves to (be willing to die for), because they are true rather than because we are exhorted to "believe and have faith." Such an empirically based Weltanschauung seems now to be a real possibility, at least in theoretical outline." [12]
If community is not instilling the allowable values into the youth of today, they are unable to establish a wholesome outlook on life. This will hamper their journey to self-actualization. The education system is also currently not providing the allowable morals, and positive, nurturing environment for students in order for them to grow. The schools need to focus on the areas of Maslow's Hierarchy of Needs that are deficient in the student body, foster them, and help their students to excel in ways that go deeper than just good grades.
Summary: convert Your Socks, convert Your Attitude
In the contemporary enterprise world, a product-centered enterprise style is no longer successful. Clubs must now, more than ever before, establish a consumer-centric arrival to business. The store is demassifying, and this means that private needs must be met.
In order for the education system to furnish individuals that can reach the peak of Maslow's pyramid, the schools should also take a similar arrival and rather than focus on the stock (education), they should instead focus on meeting the needs of the client (student). This will by no means be an easy task for it requires a substantial number of time and power on the part of the victualer (schools), but the end results will furnish a much more satisfied buyer who is able to benefit from the interaction.
Maslow lists 10 points that educators and teachers ought to reconsider in order to convert their style so as to move toward the self-actualization of the individual. A summary of these points can be found below:
1. Be true to yourself.
2. Do not be bound by your culture.
3. gawk your calling.
4. Life is precious.
5. Do not judge people.
6. See to the satisfaction of basic needs.
7. Take time to smell the roses.
8. Learn self-control.
9. Don't sweat the itsybitsy things.
10. Make the right decisions.
These can and should be applied to all aspects of life, from your incommunicable time, straight through education and even in the work environment in order to work toward enhancing yourself and society.
References
1. C. George Boeree, ‘Abraham Maslow, 1908-1970’, http://www.ship.edu/~cgboeree/maslow.html
2. Huitt, W. (2004). Maslow's hierarchy of needs. Educational science of mind Interactive. Valdosta, Ga: Valdosta State University. Retrieved [date] from, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html.
3. Stephen R. Covey, ‘The 8th Habit, From Effectiveness to Greatness’, FranklinCovey Co., Free Press, 2004.
4. Wikipedia, 'Maslow's Hierarchy of Needs', http://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs
5. Educational science of mind Interactive
6. Jones, Michael. “Maslow’s Hierarchy of Needs Can Lower Recidivism.” Corrections Today 66.4 (2004): 18–22.
7. Norman Kunc, 'The Need to Belong: Rediscovering Maslow's Hierarchy of Needs', Axis Consultation and Training Ltd,, [http://www.normemma.com/armaslow.htm], 1998.
8. Excerpted from Maslow on Management, by Abraham H. Maslow, with Deborah Stephens and Gary Heil, 1998.
9. Robbins, Stephen P., 'Essentials of organizational behavior, eighth edition', Pearson education Inc., 2005, p50
10. Wikipedia definition for 'humanism', http://en.wikipedia.org/wiki/Humanism
11. Frederick Edwards, 'What is Humanism?', American Humanist Association, 1989, [http://www.jcn.com/humanism.php4]
12. Maslow, A., & Lowery, R. (Ed.). (1998). 'Toward a science of mind of being (3rd ed.)', New York: Wiley & Sons.
Maslow on My Mind: How Maslow's Hierarchy of Needs Affects enterprise and communityEvery one of us has a mysterious double life.
For about two thirds of the time we are known beings, mental about the world within and without, and negotiating our ways through the obstacles of life. For the other one third of the time we are nearly lifeless lumps of flesh, unconscious to all things but our own fantasies, as we lie flat in bed asleep. We all know that sleep is important for health. But for an performance that consumes about 8 hours of daily of life, surprisingly dinky is view about the act of sleeping, or the way our culture teaches us to sleep. Sleep behavior, like all human activities, is defined by our culture.
Sometimes, the practices taught by our culture can impact on the way our bodies function. As healing anthropologists, we study ways our cultural practices may be affecting our health. And we have found that the way we have been trained to sleep may be one of the most important causes of assorted diseases plaguing our society.
Of course, when you reconsider the culture of sleeping, it includes such isues as the distance of time to sleep, and time of day for sleep. Do you take frequent naps or do you sleep 8 hours straight? Do you sleep at night or during the day?
Other issues concern sleepwear. Do you sleep nude, or with pajamas or lingerie? Do you sleep in your underwear? Should the sheets be natural fabrics, such as cotton or silk, or is polyester okay? What about the detergent and fabric softeners used in the sheets, pillow case, and pj's?
Should you eat before you sleep? What is the impact of watching television before sleep? Should you take sleeping pills to help you sleep?
These are some of the culturally defined issues that help conclude how we sleep, all of which may have some inherent impact on health. However, there is one cultural issue that tops the list of importance, and which may greatly conclude your condition status. It has to do with your sleep position. Are you sleeping on a firm, flat bed, face down, with your nose and eye compressed against the bed and pillow? Or are you on your back with your head slightly elevated, as is the case for many native cultures that use hammocks or other non-flat surfaces for sleep?
The imagine we ask this last request is because the circulation to the head and brain is completely associated to your body position when sleeping.
We all have had a time of experiencing dizziness or lightheadedness when getting out of bed too quickly. This succeed is called orthostatic hypotension, and results from the fact that blood pressure falls when you lie down, and sudden raising of the head may temporarily deprive the brain of adequate blood pressure, resulting in the dizziness or lightheadedness. The blood pressure soon rises, increasing the blood contribute to the brain, as you feel general again.
This phenomenon shows that the body's position, relative to gravity, influences head and brain circulation. You can also demonstrate this by doing a head stand, which many yoga practitioners do daily. Intracranial pressure rises dramatically, as blood rushes to the head, which becomes beet red, and the neck veins swell out, as blood pools in the venous system.
But apart from these examples, very little, if anything, is mentioned in healing physiology textbooks about gravity and its impact on circulation. Yet, you cannot fully understand brain circulation without inspecting gravity.
The succeed of gravity on brain circulation is purely mechanical, and relates to the position of the head relative to the pumping heart. When we are standing up, the head is above the heart, so blood must pump against the force of gravity -- from the heart to the brain -- lowering the effective pressure with which the arterial blood is delivered to the brain. Meanwhile, drainage of blood from the brain to the heart is facilitated by the pull of gravity.
In contrast, when we lie down and are horizontal, the heart and head are now on the same plane. This eliminates the effects of gravity on brain circulation. Blood from the heart pumps powerfully into the head without gravity's resistance, increasing intracranial pressure. And blood returning from the brain to the heart must do so without gravity's assistance, causing a back-up of blood in the brain.
Essentially, intracranial pressure increases, and full, brain circulation diminishes, when you are lying flat compared to standing up.
Of course, the body is lively and has mechanisms for controlling brain pressure under dissimilar gravity situations. When the brain gets pressurized from lying down, there are assorted pressure receptors in the head and neck designed to lower blood pressure, thereby preventing too much brain pressure and the possibility of blowing a blood vessel or creating a cerebral aneurysm. This is why blood pressure is lower when we are sleeping, and horizontal.
But these brain mechanisms for adjusting pressure have their limits. As we go through the day in a vertical position, gravity relentlessly pulls our body's fluids downwards, which is why many people have swollen feet and ankles by day's end. Once we lie down, the gravity succeed is lost, as fluid leaves the legs and returns to the head. So despite our brains general defense mechanisms, throughout the night intracranial pressure increases and is top in the morning, after hours of lying flat, and lowest at the end of the day, after hours of being vertical.
What happens when intracranial pressure is high from long periods of lying flat? The increased arterial pressure causes extra cerebral spinal fluid to form in the brain's ventricles, increasing intracranial fluid pressure. The ventricles swell and the cells of the brain become bathed in excess fluid, essentially causing brain edema. This edema would lower the available oxygen and sugar for brain cells. The lack of gravity assisted drainage from the brain would cause a back-up of blood in the venous ideas and collecting sinuses in the brain. The brain's circulation would become relatively stagnant, as the only force lively blood through would be the pushing force of the arterial pressure (which is greatly reduced after going through the cerebral circulation) and the sucking force of the heart's right atrium. And in increasing to the brain swelling under the pressure, the eyes, ears, face, sinuses, gums -- the whole head -- will become pressurized and the tissues congested with fluid!
There is one field of rehabilitation that avidly studies this succeed of gravity on physiology. That sub-specialty is Space Medicine. Astronauts in space are in a zero-gravity field, and it is known that this causes blood to shift to the head and brain, causing increased brain pressure and with migraines, glaucoma, Meniere's disease, and other problems associated with a pressurized, congested brain. To study the negative effects of zero-gravity here on Earth, these space scientists have people lie down flat! However, since rehabilitation is so wide a field, with sub-specialists studying more and more about less and less, there is dinky replacement of ideas in the middle of space rehabilitation and Earth-bound medicine. Otherwise, man would have realized that lying flat is what we do when we sleep. If it causes problems for astronauts, then couldn't it cause problems for every person else?
We found out about this Space study while we performed our own study into sleep positions as a inherent cause of migraines. We hypothesized that sleeping too flat for too long each night could lead to brain pressure and fluid accumulation (edema) within the brain tissue, with associated hypoxia and hypoglycemia. The brain cannot function well without allowable amounts of oxygen or sugar, and this condition would be at its worst in the morning, which is when most migraines occur.
While migraines have been view of as a pathological phenomenon, it is also inherent that the throbbing head is the brain's defense mechanism to receive new blood along with sugar and oxygen. After all, the only way the brain can get what it needs is from the bloodstream, and during a throbbing head arteries to the head open up and send blood with force throughout the brain. Perhaps, we reasoned, the throbbing head is a type of crisis "brain flush", replacing old blood with new. If so, could we forestall migraines by having throbbing head sufferers sleep with their heads slightly elevated?
We tested our ideas by having about 100 volunteer migraineurs sleep with the heads of their beds elevated, from 10-30 degrees. Head elevation, we theorized, would heighten the brain circulation by providing some gravity assistance to drainage. Interestingly, we found that Space rehabilitation researchers discovered that brain circulation (and heart pumping) is optimal at a 30-degree head of bed elevation.
To our amazement, we found that the majority of the migraineurs in our study experienced relief by this uncomplicated sleep position change! Many had no new migraines, after being throbbing head sufferers for 30 or more years! The results were very fast, within a few days. And there were very lively side effects, too. Our volunteers woke up more alert. Morning sinus congestion was significantly reduced for most people. Some reported that they no longer had clear allergies. Could we have discovered the real purpose and cause of migraines?
The implications of these findings were, frankly, wonderful to us. So many diseases are associated to increased brain pressure of "unknown" cause. Sleep position was never studied as the cause of this increased pressure. The implications go far beyond the arresting and rehabilitation of migraines. Any condition that is associated to brain pressure, and that is ordinarily worse in the morning after a night of horizontal time, can be potentially associated to this gravity and sleep position issue.
Keep in mind that the brain is the central nervous ideas controlling and modifying all corporal functions. If clear centers of the brain are congested and pressurized daily by sleeping too flat for long hours, those centers can malfunction. Depending on the way a man sleeps, the idiosyncrasies of their brain circulation, and other variables, dissimilar people might experience this brain pressure differently. For some, the respiratory centers of the hypothalamus might be particularly congested, resulting in Sudden infant Death Syndrome (which has been associated with head and body position while sleeping), sleep apnea, or even asthma. Sleep apnea has been shown to be treatable with changes in sleep position.
Strokes are clearly associated with brain pressure, and ordinarily occur at night or in the early morning, while sleeping. This is when brain pressure is highest.
Glaucoma is clearly caused by this mechanism. It is already known that eye pressure increases when the head is down, and decreases when the head is up. It is primary to note the head position when taking eye pressure readings because of this sensitive association in the middle of intraocular pressure and head position. Eye pressure is also top in the early morning. Elevating the head while sleeping should be routine for glaucoma rehabilitation and prevention.
Baggy eyes and sinus congestion seem to be associated to head pressure. Just as the brain gets extra pressure when lying down, the head and face are pressurized, too. people with these problems ordinarily find immediate relief by sleeping elevated 10-30 degrees.
Alzheimer's disease, we believe, might be the end disease caused by chronic brain congestion and pressure from flat sleeping. The cerebral ventricles of the Alzheimer's brain are expanded, suggesting a history of ventricular pressure, and generalized lesions along the ventricles may indicate areas of brain tissue that have deteriorated from this chronic pressure. Other study has already shown Alzheimer's is associated with increased brain pressure, but the cause has been considered unknown, as is the case with practically all brain pressure problems.
It should be noted that the blood-brain barricade cannot function properly when pressurized. inordinate intracranial pressure can cause leaks in this barricade by increasing the basement membrane, allowing heavy metals, e.g., aluminum and mercury, as well as viruses and bacteria, to enter the brain that would have otherwise been excluded. This may be why heavy metals have been associated with clear brain problems, such as Alzheimer's.
Attention Deficit Hyperactivity Disorder is also known to be associated with congestion of the "impulse center" within the brain that helps operate behavior. We found several children with Adhd experience profound revising of self operate by elevating their heads while sleeping.
In increasing to head position relative to gravity, we also have found side or belly sleeping can generate problems. For example, we found several cases of carpel tunnel syndrome associated to sleeping on the hands or wrists, and shoulder pain from sleeping on the side. And keep in mind that head pressure increases, and drainage diminishes, when the head is rotated to the side. Sleeping on the back avoids compression of limbs and internal organs.
It is also lively to note that patients with asymmetrical problems will typically be worse on the side they sleep on. For example, eye diagnosis will be worse in the eye on the side of the face that is slept on most. Ear infections will be worse on the "down" ear. You can also tell the side a man sleeps on by observing the shape of the nose. Apart from injuries, the nose should be symmetrical, but becomes curved away from the pillow because of sleeping on the side of the face and pressing on the nose for hours each night. The nose will point away from the side that is most slept on.
Men should be told that side sleeping may succeed in testicular compression and inherent dysfunction. And women who sleep on their sides or stomachs branch their breasts to compression and impaired circulation. Side sleepers may have more breast problem on the side they sleep on.
We should forewarn the practitioner, however, that, while the succeed of elevating the head while sleeping will be dramatic and transformative for many patients and should be considered primary to disease arresting strategies, the fact is that many people resist changing their sleep behaviors. They have been conditioned to sleep a clear way since birth. And even when they want to change their sleep position, it's difficult to ensure yielding when the branch is unconscious! It takes immense will power to alter sleep behavior. But it is well worth the trouble, as people ordinarily see within a week of sleeping elevated.
We found the best methods for head elevation contain using more pillows, using a foam wedge, placing blocks under the legs of the bed frame at the head of the bed, or using an adjustable bed. While the ideal position is with the head from 10-30 degrees elevated, 10 degrees elevation is fine to start with. The legs should be slightly elevated, too, and the man should try to stay on his or her back as much as possible. The ideal position is one you would be in if leaning back in a recliner chair. (Recliners would be fine to use, too, but they ordinarily give poor lower back support.) Also, be aware that some people will find one degree of elevation more comfortable than another. people with low blood pressure may need their heads lower than those with higher blood pressure. Others may have some neck and shoulder hurt from the new position. However, by experimenting with pillows under the arms, underneath the buttocks (which prevents sliding down the bed), and under the feet and legs, the sick person should find a comfortable solution.
Also, when taking in to succeed sick person history, comprehend that neck injuries and tight neck muscles can impair venous drainage of the brain by compression of the jugular veins by the tight muscles. Neck massage and spinal adjustments may help heighten full, brain circulation. We have had a few case histories where there was dinky or no revising from head elevation, but the subjects had a history of neck injuries.
Of course, there will be times when people feel lightheaded and need to lie down to get more blood to the head. It might also be best for people to sleep less at night and to make up for lost sleep with a nap, or a siesta, during the day. That would avoid extremes of high and low brain pressure. But our culture makes it primary for most people to do all their sleeping at once. Sleeping, after all, is a cultural issue. The point is to be aware of how you feel, and comprehend that your body position relative to gravity may be a key factor affecting condition and disease.
We are chronic to study this succeed of gravity and sleep position on health, and encourage practitioners to report their patients' experiences with us. We also very encourage you to read our book, Get It Up! Revealing the uncomplicated Surprising Lifestyle that Causes Migraines, Alzheimer's, Stroke, Glaucoma, Sleep Apnea, Impotence, and More! (Iscd Press, 2001), where we discuss the profound implications of this theory, along with a lengthy list of references about brain pressure and assorted diseases and the succeed of gravity on brain circulation. After you see the evidence, you will probably be as amazed as we are that sleep study has been ignoring this primary aspect of sleep.
Sleeping too flat each day may be the many lifestyle mistake people are development in our culture. Some of the worst diseases of our time may be all in our bed!
Heads Up! The Way You Are Sleeping May Be Killing You!