Statement of the Problem: Emotions and pre-adolescents are not always best friends. Not yet fully developed prefrontal cortex makes pre-adolescents emotional experiences more intense than other age groups. Effective emotion-regulation hinges upon an optimal balance between “bottom-up” emotional reactivity (brain regions lower down the limbic areas) and “top-down” cognitive and attention control (brain regions higher up the  prefrontal cortex; PFC). During pre-adolescence, maturational brain changes occur including synaptic pruning of ineffective local neural connections and neuronal myelination of longer range neural connections. This enables the top-down regulatory regions of the PFC and the bottom-up sensory areas of the parietal cortex to become increasingly connected, facilitating the ability to employ methods of emotion-regulation. The purpose of this study is to describe the use Mindfulness to improve the emotions regulation and flexibility of pre-adolescents. Methodology & Theoretical Orientation: The theoretical framework of the research has been developed using the approach of neurocognitive and developmental psychology. This study was conducted in a quasi-experimental design with pre-test and post-test. Findings: The findings of the present study showed that mindfulness exercises have an effect on the emotion regulation of pre-adolescents. Conclusion & Significance: Due to the limited capacity of attention, there is competition between the two mechanisms of the brain (“bottom-up” emotional reactivity and “top-down” cognitive and attention control) over the use of cognitive resources. And Mindfulness make interaction between these two mechanisms of attention to activate flexibility responses to arousal arises from negative stimuli. The mindfulness protocol used in this study helped pre-adolescents to turn their attention to less distressing aspects of the stimulus when confronted with negative emotion stimuli. And between the “bottom-up” emotional reactivity and “top-down” cognitive and attention control processes, and provide more space to “top-down” processes. Increased processing of “top-down” processes led to better monitoring and management of negative emotions, and therefore pre-adolescents behaved more flexibly during emotional experiences.

Addiction treatment needs to be holistic in nature. It is primarily a behavioral issue which can have physical and at times psychiatric affectations. At all times it is the individual that needs treatment not the substance.
Once the addiction has surfaced, treating them to the roots, where compulsive, and all addictive logics are countered with reality, with the help of our Alternate life therapies, takes a person to a point of a balanced mind, and the probability of a relapse is reduced to a 0% chance. This is only voluntary, individualized to each client's needs. Professional and experiential counsellors and physicians live with the client, being available 24/7 . The module will be elaborated during the webinar. Codependency is a problem that needs to be tackled at an equal footing.
In this talk you will learn

• About the problem of addiction in brief
• To identify an addictive personality
• To identify addictive traits in oneself
• To motivate an individual into accepting help
• Identify the right kind of solution
• That the family of the chemically dependent individual needs equal help
• Identifying the denials and manipulations of the co-dependent.
• Understanding that a voluntary, non-medical or minimal medication holistic system works successfully.

Thus, Anatta Humanversity has succeeded in leading many of those suffering from addictions and their families to a life of dignity and self-love.

Introduction:

Malignant middle cerebral artery (MCA) syndrome is a potentially devastating consequence of an acute ischaemic stroke with a mortality of up to 80%. Decompressive hemicraniectomy (DHC) is a surgical procedure which can reduce mortality but potentially increase the risk of significant disability. This project was to assess the clinical outcomes for patients and their carers following decompressive hemicraniectomy for malignant MCA syndrome in Northern Ireland from 2013 – 2018.

Methods:

Patients who had underwent decompressive hemicraniectomy for malignant MCA syndrome were identified using theatre records for the period of 2013 –2018. Their initial presentation (including stroke severity, location, co-morbidities, image modality, use of hyperacute treatment, time to surgery) was retrospectively assessed as were the complications following their surgery.

Following this the patients who were still alive and their carers were individually assessed. This assessment included the Modified Rankin Scale; Barthel index; Stroke impact scale and Caregiver Burden inventory.

Results:

17 patients were identified. The range of ages was from 25 to 59 with a mean of 43.4. The NIHSS at presentation ranged from 12 to 25 although some patients initially presented with a low conscious level therefore the NIHSS was not fully assessed. 12 patients were fully assessed. From time of original admission to our assessment ranged from 47 to 310 weeks (mean 186 ±88.3; median 199 weeks)

Conclusion:

DHC is a lifesaving procedure but it carries the potential for significant disability. Our data shows that longer term outcomes may not be as poor as many stroke and neurosurgical teams believe. When stroke occurs and DHC is an option, patients and their carers should be given accurate information to help them make an informed decision.

Deep skills: positive mind neuroscience of exercise to counter Covid 19
Memory and Learning in the time of Covid 19
We must begin to lose our memory, even if only occasionally, to understand that memory is what fills our lives. Life without memory is not life. Our memory is our consistency, our reason, our feeling, even our action. Without her we are nothing.
Luis Bunuel
Memory is a wonderful mechanism, a means of transporting us back in time. We can go back a moment, or a large part of life. Sometimes not perfect, sometimes not authentic, sometimes with nuanced details, memory is however the system that allows us to recall the information we have stored and learned from both the external and internal environment. It is the experience that changes us, the contact with the environment that changes our behavior through a series of structural and functional changes in our nervous system. The last challenge of neuroscience is precisely to better understand the complexity of these mechanisms and how complex phenomena such as learning and memory can occur.
Although the changes that occur within the individual brain cells can be relatively simple, considering that the brain is made up of many billions of neurons, the overall phenomenon is certainly very complex and makes the isolation and identification of the specific changes responsible of a certain really difficult memory. Similarly, although the elements of a specific learning task may be simple, its implications for the organism can be very complex (Carlson, 2002).
From a neurobiological point of view, learning and memory are adaptations to the environment of the brain circuits that allow us to respond appropriately to situations we have previously experienced. Hence, learning (the process by which the nervous system acquires new information and experiences) and memory (the ability to retain, retain and recall this information) represent the main mechanisms through which environmental events shape behavior. The experiences are not simply "accumulated" in the brain, but are capable of causing plastic modifications in our nervous system and of altering the circuits involved in our most sophisticated functions; in this way they change the way we act, think, perceive, plan. Although learning and memory are two closely related functions, they have temporal sequences and nervous mechanisms that do not always coincide. From a neurophysiological point of view, in fact, the learning process is essentially functional, ie entrusted to reverberant circuits and unstable morphological modifications, while the memory process is structural and presupposes stable morphological modifications. These changes are accompanied by an increase in protein synthesis and consist of an increase in the number and volume of the dendritic spines (Gasbarri and Tomaz, 2005).
The importance of understanding the mechanisms that underlie the memory process, and the hope of being able to intervene when they are damaged, is therefore easily understood: they depend on the quality of life and the survival of the individual. This type of considerations helps to make the field of research on the mechanisms underlying memory particularly active. Many of these studies are carried out on animal models, but one wonders how much these studies are predictive of human reality both in terms of memory neurobiology (think, for example, of the different and more extensive development of the cortex in humans), and regarding the effect of drugs of potential therapeutic use in memory disorders. Some types of memory, however, have common characteristics in animals and humans, and animal models make it easier to study simple forms of learning and memory - such as the conditioned blink reflex - which are completely human similar to those studied in small mammals. Furthermore, the preliminary study on the animal very often allows to safeguard thousands of human lives and to avoid, for example, the experimentation of drugs on the ex-abducted man. Learning is the process by which experiences modify our nervous system and therefore our behavior. The primary function of the ability to learn is to develop behaviors suitable for a constantly changing environment. Experiences are able to change the way we perceive, act, think and plan. The ability of our nervous system to change in relation to experience is called synaptic plasticity and consists of a structural and functional change in the nervous structures which is reflected in changes in the processes of perception, memory, thought, planning and action.
Learning phenomena can be distinguished in:
Non-associative learning: habit and awareness
Associative learning: perceptual learning, stimulus response learning (classical / Pavlonian conditioning), instrumental / operative conditioning by trial and error, motor learning, relational learning. Although the understanding of the mechanisms responsible for learning and other plastic modifications that take place in the adult brain still remains the subject of debate, there is broad consensus on the concept that at the basis of these phenomena there are modifications finely regulated by the strength of the synapses (Madison et al., 1991).
While in development, the changes are based on the reorganization of the connections that already exist between the cells, the strength of the synapses can also change in adulthood. The cellular mechanisms underlying these changes are constituted by transient modifications of the synaptic neurotransmission processes, while in the case of more lasting modifications they are constituted by changes in the processes of gene expression. Even after development is complete, the ability to change the organization of the nervous circuits of the cortex is not completely lost, but this ability decreases considerably (Bliss and Collingridge, 1993).

Neonatal diabetes mellitus (also termed congenital diabetes, or diabetes of infancy) is highly likely to be due to an underlying monogenic defect when it occurs under 6 months of age. Early recognition and urgent genetic testing are important for predicting the clinical course and raising awareness of possible additional features, and in many cases these are essential for guiding appropriate and cost-effective treatment. Additionally, early treatment of sulfonylurea-responsive types of neonatal diabetes may improve neurological outcomes. It is important to distinguish neonatal diabetes mellitus from other causes of hyperglycemia in the newborn. Other causes include infection, stress, inadequate pancreatic insulin production in the preterm infant, among others. Insulin-dependent hyperglycemia that persists longer than a week should raise suspicion for neonatal diabetes mellitus and prompt genetic testing.