Why Using BMI To Predict Health Is Asinine

WHY ASININE? THIS GUY IS OVERWEIGHT ACCORDING TO BMI

Medicine right now is in its infancy and will make mistakes. Yet when the mistake is assigning health markers and setting ideal number ranges that millions of people will pursue through diet or pharmaceuticals, well that cause just the opposite. Sickness and death. Lets use logic and define what a health marker should be. First the standard definition.

HEALTH MARKERS and RISK FACTORS

1. BMI is basically a weight to height ratio, indiscriminate weight loss usually includes lots of len tissue and is NOT healthy. Here are some conditions that will help you get "healthy" if you believe that.
2.  Addison's disease (adrenal insufficiency)
3. Old Age
4. Cancer
5. Celiac disease
6. Changes in diet or appetite
7. Changes in sense of smell
8. Changes in sense of taste
9. COPD (chronic obstructive pulmonary disease)
10. Crohn's disease
11. Dementia
12. Dental problems
13. Depression (major depressive disorder)
14. Diabetes
15. Heart failure
16. HIV/AIDS
17. Hypercalcemia
18. Hyperthyroidism (overactive thyroid)
19. Hypothyroidism (underactive thyroid)
20. Medications
21. Parkinson's disease
22. Peptic ulcer
23. Substance abuse (alcohol, cocaine, other)
24. Tuberculosis
25. Ulcerative colitis (a type of inflammatory bowel disease)
26. How to me sure health then? Body composition would be more accurate, to reduce fat and add lean tissue one must be healthy. This would provide a more accurate picture of what is going on health wise. 
27. 
    

Productivity and Fitness

With the high rate of obesity and diabetes, this might be the first generation that has lower life expectancy than the parents!

It is easier and exponentially cheaper to maintain good health than to try to correct disease

Businesses that have implemented a workplace wellness program noticed the following:

1 reduction in cost of health care

2 reduction in absenteeism

3 increase in productivity

4 increase quality of recruits by having available

5 Reduced turnover

Biology 7.00

Biology 7.00 MIT

Vitalism- the concept of 1800s era scientists that life had a magic property to it outside the laws of chemistry. Due to inability to reproduce fermentation chemically.
Buchner develops gentle mortar and pestle, combines with press to get yeast "juice" which is able to carry out fermentation. The substance responsible is called an ENZYME. Nobel prize 1907

Fractionating Life-

At the level of atomic composition you are hydrogen, 63%.
You are oxygen, 24%.
You are carbon, 10%.
You are nitrogen, 1.4%.
You are phosphorus, 0.2%.
You are sulfur, less than 0.1%.
That's most of you.
That's accounting for most of you.
And you are trace quantities, trace amounts, of ions--
calcium, chloride, potassium, sodium, magnesium, manganese, teeny, teeny,
weeny little bits of selenium.

Chem portion
A single covalent bond requires 80 kcal of energy to break. The thermal differences at room temp average .6.  There are of course double and triple bonds also.

KNOW THIS- bonds per atom
H 1
O 2
N 3(4)
C 4
P 5
S 6
Electronegativity
O and N

1 nucleotide of dna includes a base (a,c,g,or t) a triphosphate and a 5'(prime) sugar (the trinity)

Superhuman Training Manual: Sunlight Harvesting

Morning sun harvesting- get out and expose as much skin as possible to morning or late afternoon sunlight, while barefooted- if its cold out even better!

Plants and trees are 100% connected to the Earth's magnetic flux, and its energy, by their roots to soil so this is why they use Magnesium in chlorophyll over Iron. Chlorophyll is a magnesium porphyrin ring. Hemoglobin is an iron porphyrin ring. All porphyrins are known to absorb all frequencies of UV light. Iron is used as the atom that animals use in hemoglobins in their blood cells to decipher and collect the energy of the sun. https://www.linkedin.com/…/how-do-plants-animals-teach-us-t…

Mitochondria are the energy producers of cells. Sunlight has been proven to increase the signaling processes of mitochondria and the nervous system in general. The more the better, so naked would be best, but shirtless with sports bra will suffice. From personal experience 5-20 minutes does the job.
If you have the time, stay out until you just start to feel the "burning" sensation. Mindfulness comes in here as the body will let you know when your out too long.
TESTOSTERONE!!
Sunlight on the torso increases T levels 70%,  no brainer, get out there and do it. Here's a neat little trick that blows most testosterone supps out of the water: while getting sunlight expose your genitals. 300% increase in testosterone. Women will balance their hormonal levels and feel similar effects. Try it once and you'll be hooked.

https://redlightman.com/blog/red-light-triples-testicle-health-function/



Sunscreen blocks Vit D3 absorption!

"The link between melanoma and sun exposure (dermatology’s dogma) is unproven.There’s no conclusive evidence that sunburns lead to cancer.There is no real proof that sunscreens protect against melanoma.There’s no proof that increased exposure to the sun increases the risk of melanoma."- Dr Bernard Ackerman  Dermatologist

Sunscreen carries known carcinogens and endocrine disrupting chemicals (EDC)

-Lack of Sun Causes Early Death

http://theunboundedspirit.com/scientists-blow-the-lid-on-cancer-sunscreen-myth/?utm_content=buffere2be6&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer



BONUS: look at sun with eyes closed, 1-3 minutes while out there, you will see a increase in vision clarity and flowers and fruits tend to stand out more.

Epidural optgenics- the use of light as a analgesic.
Recent studies show that treating spinal injuries with infrared light was better than drugs.

 What to expect:
Increase in energy, do in place of coffee or nap. The effects are immediate.

Ubiquination

Popular Information

Information for the Public

6 October 2004

A human cell contains some hundred thousand different proteins. These have numerous important functions: as accelerators of chemical reactions in the form of enzymes, as signal substances in the form of hormones, as important actors in the immune defence and by being responsible for the cell's form and structure. This year's Nobel Laureates in chemistry, Aaron Ciechanover, Avram Hershko and Irwin Rose, have contributed ground-breaking chemical knowledge of how the cell can regulate the presence of a certain protein by marking unwanted proteins with a label consisting of the polypeptide ubiquitin. Proteins so labelled are then broken down – degraded – rapidly in cellular "waste disposers" called proteasomes.

Animation (Plug in requirement: Flash Player 6)

Through their discovery of this protein-regulating system Aaron Ciechanover, Avram Hershko and Irwin Rose have made it possible to understand at molecular level how the cell controls a number of very important biochemical processes such as the cell cycle, DNA repair, gene transcription and quality control of newly-produced proteins. New knowledge of this form of controlled protein death has also contributed to explaining how the immune defence functions. Defects in the system can lead to various diseases including some types of cancer.

Proteins labelled for destruction

Degradation needs no energy – or does it?

While great attention and much research have been spent on understanding how the cell controls the synthesis of a certain protein – at least five Nobel Prizes have been awarded in this area – the reverse, the degradation of proteins, has long been considered less important. A number of simple protein-degrading enzymes were already known. One example is trypsin, which in the small intestine breaks down proteins in our food to amino acids. Likewise, a type of cell organelle, the lysosome, in which proteins absorbed from outside are broken down, had long been studied. Common to these processes is that they do not require energy in order to function.

Experiments as long ago as the 1950s showed, however, that the breakdown of the cell's own proteins does require energy. This long puzzled researchers, and it is precisely this paradox that underlies this year's Nobel Prize in Chemistry: that the breakdown of proteins within the cell requires energy while other protein degradation takes place without added energy. A first step towards an explanation of this energy-dependent protein degradation was taken by Goldberg and his co-workers who in 1977 produced a cell-free extract from immature red blood cells, reticulocytes, which catalyse the breakdown of abnormal proteins in an ATP-dependent manner (ATP = adenosine triphosphate – the cell's energy currency).

Using such an extract Aaron Ciechanover, Avram Hershko and Irwin Rose, in a series of epoch-making biochemical studies in the late 1970s and early 1980s, succeeded in showing that protein degradation in cells takes place in a series of step-wise reactions that result in the proteins to be destroyed being labelled with the polypeptide ubiquitin. This process enables the cell to break down unwanted proteins with high specificity, and it is this regulation that requires energy. As distinct from reversible protein modifications such as phosphorylation (Nobel Prize in Physiology or Medicine 1992), regulation through polyubiquitination is often irreversible since the target protein is destroyed. Much of the work was done during a series of sabbatical leaves that Avram Hershko and Aaron Ciechanover of the Technion (Israel Institute of Technology) spent with Irwin Rose at the Fox Chase Cancer Center in Philadelphia, USA.

The label is ubiquitin

The molecule that would later prove to be the label that marks out a protein for degradation was isolated as early as 1975. This 76-amino-acid-long polypeptide was isolated from calf sweetbread and was assumed to participate in the maturation of white blood cells. Since the molecule was subsequently found in numerous different tissues and organisms – but not in bacteria – it was given the name ubiquitin (from Latin ubique, "everywhere") (fig. 1).

Fig 1. Ubiquitin - a common polypeptide that represents the "kiss of death".
High resolution image (jpeg 184 kB)

The discovery of ubiquitin-mediated protein degradation

After taking his doctorate, Avram Hershko had studied energy-dependent protein degradation in liver cells, but decided in 1977 to transfer to the reticulocyte extract described above. This extract contained large quantities of haemoglobin, which upset the experiments. In their attempts to remove the haemoglobin using chromatography, Aaron Ciechanover and Avram Hershko discovered that the extract could be divided into two fractions, each inactive on its own. But it turned out that as soon as the two fractions were recombined, the ATP-dependent protein degradation restarted. In 1978 the researchers reported that the active component of one fraction was a heat-stable polypeptide with a molecular weight of only 9000 which they termed APF-1 (active principle in fraction 1). This protein later proved to be ubiquitin.

The decisive breakthrough in the research was reported in two works that Ciechanover, Hershko and Rose published in 1980. Until that time the function of APF-1 was entirely unknown. In the first work it was shown that APF-1 was bound covalently, i.e. with a very stable chemical bond, to various proteins in the extract.

In the second work it was further shown that many APF-1 molecules could be bound to the same target protein; the latter phenomenon was termed polyubiquitination. We now know that this polyubiquitination of substrate proteins is the triggering signal that leads to degradation of the protein in the proteasome. It is this reaction that constitutes the actual labelling, the "kiss of death" if you will.

At a stroke, these entirely unanticipated discoveries changed the conditions for future work: it now became possible to concentrate on identifying the enzyme system that binds ubiquitin to its target proteins. Since ubiquitin occurs so generally in various tissues and organisms, it was quickly realised that ubiquitin-mediated protein degradation must be of general significance for the cell. In addition, the researchers guessed that the energy requirement in the form of ATP enabled the cell to control the specificity of the process.

The field was now open and between 1981 and 1983 Ciechanover, Hershko, Rose and their post docs and students developed "the multistep ubiquitin-tagging hypothesis" based on three newly-discovered enzyme activities they termed E1, E2 and E3 (fig. 2). We now know that a typical mammalian cell contains one or a few different E1 enzymes, some tens of E2 enzymes and several hundred different E3 enzymes. It is the specificity of the E3 enzyme that determines which proteins in the cell are to be marked for destruction in the proteasomes.

Fig 2. Ubiquitin-mediated protein degradation

1. The E1 enzyme activates the ubiquitin molecule. This reaction requires energy in the form of ATP.
2. The ubiquitin molecule is transferred to a different enzyme, E2.
3. The E3 enzyme can recognise the protein target which is to be destroyed. The E2-ubiquitin complex binds so near to the protein target that the actual ubiquitin label can be transferred from E2 to the target.
4. The E3 enzyme now releases the ubiquitin-labelled protein.
5. This last step is repeated until the protein has a short chain of ubiquitin molecules attached to itself.
6. This ubiquitin chain is recognised in the opening of the proteasome. The ubiquitin label is disconnected and the protein is admitted and chopped into small pieces.
High resolution image (jpeg 383 kB)

All the studies up to this point had been done in cell-free systems. To be able to study the physiological function of ubiquitin-mediated protein degradation as well, Avram Hershko and his co-workers developed an immunochemical method. By using antibodies to ubiquitin, ubiquitin-protein-conjugate could be isolated from cells where the cell proteins had been pulse-labelled with a radioactive amino acid not present in ubiquitin. The results showed that cells really break down faulty proteins using the ubiquitin system, and we now know that up to 30% of the newly-synthesised proteins in a cell are broken down via the proteasomes since they do not pass the cell's rigorous quality control.

The proteasome – the cell's waste disposer

What is a proteasome? A human cell contains about 30,000 proteasomes: these barrel-formed structures can break down practically all proteins to 7-9-amino-acid-long peptides. The active surface of the proteasome is within the barrel where it is shielded from the rest of the cell. The only way in to the active surface is via the "lock", which recognises polyubiquitinated proteins, denatures them with ATP energy and admits them to the barrel for disassembly once the ubiquitin label has been removed. The peptides formed are released from the other end of the proteasome. Thus the proteasome itself cannot choose proteins; it is chiefly the E3 enzyme that does this by ubiquitin-labelling the right protein for breakdown (fig. 3).

Fig 3. The cell's waste disposer, the proteasome. The black spots indicate active, protein-degrading surfaces.
High resolution image (jpeg 187 kB)

More recent research

While the biochemical mechanisms underlying ubiquitin-labelled protein degradation were laid bare around 1983 its physiological significance had not yet been fully understood. That it is of importance in destroying defective intracellular proteins was known but, to proceed, a mutated cell was needed in the ubiquitin system. By studying in detail how the mutated cell differs from a normal cell under various growth conditions, it was hoped to gain a better idea of what reactions in the cell depend on the ubiquitin system.

A mutated mouse cell had been isolated in 1980 by a research group in Tokyo. Their mouse-cell mutant contained a protein that, because of the mutation, was sensitive to temperature. At lower temperatures the protein functioned as it should, but not at higher. Cells cultured at the higher temperature stopped growing. In addition, they showed defective DNA synthesis and other erroneous functions at the higher temperature. Researchers in Boston quickly showed that the heat-sensitive protein in the mutant mouse cell was the ubiquitin-activating enzyme E1. Obviously, ubiquitin activation was necessary for the cell to function and reproduce itself at all. Controlled protein breakdown was not only important for degrading incorrect proteins in the cell but it probably also took part in control of the cell cycle, DNA replication and chromosome structure.

Since the late 1980s a number of physiologically important substrates for ubiquitin-mediated protein breakdown have been identified. Only a few of the most important will be mentioned here.

Prevention of self-pollination in plants

Most plants are bisexual, hermaphroditic. Self-pollination leads to a gradual decline in genetic diversity which in the long run can cause the whole species to die out. To prevent this, plants use ubiquitin-mediated degradation to reject "own" pollen. The exact mechanism has not yet been clarified but the E3 enzyme has been encountered and when proteasome inhibitors have been introduced, the rejection has been impaired.

Regulation of the cell cycle

When a cell is to make a copy of itself, many chemical reactions are involved. In a human being, six thousand million base pairs must be duplicated in DNA. These are gathered in 23 chromosome pairs that must be copied. Ordinary cell division, mitosis, and the formation of sex cells, meiosis, have many points of contact with the subjects of this year's Nobel Prize. The E3 enzyme responsible, a protein complex termed the "anaphase-promoting complex" (APC) checks that the cell goes out of mitosis. This enzyme complex has also proved to play an important role in the separation of the chromosomes during mitosis and meiosis. A different protein complex acts like a rope around the chromosome pair, holding it together. At a given signal, the APC labels an inhibitor of a certain protein-degrading enzyme, whereupon the inhibitor is carried to the proteasome and destroyed. The enzyme is released, is activated and cuts the rope around the chromosome pair. Once the rope is gone, the chromosome pair can be separated. Incorrect chromosome division during meiosis is the commonest cause of spontaneous miscarriage during pregnancy, and an extra chromosome 21 in humans leads to Down's syndrome. Most malignant tumours have cells with changed numbers of chromosomes as a result of incorrect chromosome division during mitosis.

High resolution image (jpeg 230 kB)

DNA repair, cancer and programmed cell death

Protein p53 has been dubbed "the guardian of the genome" and it is a tumour-suppressor gene. This means that as long as a cell can produce p53 the development of cancer is hampered. Sure enough, the protein is mutated in at least 50% of all human cancer. The amount of protein p53 in a normal cell is low in consequence of continual production and breakdown. The breakdown is regulated through ubiquitination and the E3 enzyme responsible forms a complex with protein p53. Following DNA injury, protein p53 is phosphorylated and can no longer bind to its E3 enzyme. The breakdown stops and the quantity of p53 in the cell rises rapidly. Protein p53 acts as a transcription factor, i.e. a protein that controls the expression of a certain gene. Protein p53 binds to and controls genes that regulate DNA repair and programmed cell death. Raised levels of protein p53 lead first to interruption of the cell cycle to allow time for repair of DNA damage. If the damage is too extensive the cell triggers programmed cell death and "commits suicide".

Infection with human papilloma virus correlates strongly to the occurrence of cervical cancer. The virus avoids the protein p53 control function through one of its proteins activating and changing the recognition pattern of a certain cellular E3 enzyme, E6-AP, which is tricked into ubiquitinating the protein p53, which is totally destroyed. In consequence of this the infected cell can no longer repair DNA damage in a normal manner or trigger programmed cell death. The DNA mutations increase in number and this can ultimately lead to the development of cancer.

Immune and inflammatory reactions

A certain transcription factor regulates many of the genes in the cell that are important for immune defence and inflammatory reactions. This protein, the transcription factor, occurs bound to an inhibitor protein in the cytoplasm of the cell, and the bound form of the transcription factor lacks activity. When cells are exposed to bacteria or various signal substances, the inhibitor protein is phosphorylated, and this results in its being ubiquitinated and broken down in the proteasome. The released transcription factor is transported to the cell nucleus where it binds to, and activates the expression of, specific genes.

The ubiquitin-proteasome system also produces the peptides that are presented by the immune defence on the surface of a virus-infected cell by breaking down virus proteins to suitable sizes. T lymphocytes recognise these peptides and attack the cell as an important part of our defence against virus infections.

Cystic fibrosis (CF)

The hereditary disease cystic fibrosis, CF, is caused by a non-functioning plasma membrane chloride channel called CFTR, the "cystic fibrosis transmembrane conductance regulator". Most CF patients have one and the same genetic damage, loss of the amino acid phenylalanine in the CFTR protein. The mutation causes faulty folding of the protein and this in turn leads to the protein being retained in the cell's control system for protein quality. This system ensures that the incorrectly folded protein is destroyed through ubiquitin-mediated protein breakdown instead of being transported out to the cell wall. A cell with no functioning chloride channel can no longer transport chloride ions through its wall. This affects secretion in, among other organs, the lungs and leads to the accretion of thick phlegm in the lungs which impairs their function, greatly increasing the risk of infection.

The ubiquitin system has become an interesting area of research for medicines against various diseases. Such preparations can be aimed at components of the ubiquitin-mediated breakdown system to prevent the degradation of specific proteins. They can also be designed to cause the system to destroy unwanted proteins. A medicine already being tested clinically is the proteasome inhibitor Velcade (PS341) which is used against multiple myeloma, a cancer disease that affects the body's antigen-producing cells.

This year's Laureates have explained the molecular background to a protein regulation system of great importance for all higher cells. New cell functions controlled by ubiquitin-mediated protein degradation are being discovered all the time and this research is being conducted in numerous laboratories all over the world.

Links and further reading

The Laureates
Aaron Ciechanover
Technion (Israel Institute of Technology) Rappaport Institute 1 Efron Street P.O. Box 9697 Haifa 31096 Israel	Israeli citizen. Born 1947 (57 years) in Haifa, Israel. Doctor's degree in medicine in 1975 at Hebrew University of Jerusalem, and in biology in 1982 at the Technion (Israel Institute of Technology), Haifa. Distinguished Professor at the Center for Cancer and Vascular Biology, the Rappaport Faculty of Medicine and Research Institute at the Technion, Haifa, Israel.
Avram Hershko
Technion (Israel Institute of Technology) Rappaport Institute 1 Efron Street P.O. Box 9697 Haifa 31096 Israel	Israeli citizen. Born 1937 (67 years) in Karcag, Hungary. Doctor's degree in medicine in 1969 at the Hadassah and the Hebrew University Medical School, Jerusalem. Distinguished Professor at the Rappaport Family Institute for Research in Medical Sciences at the Technion, Haifa, Israel.
Irwin Rose
Dept. of Physiology and Biophysics College of Medicine University of California, Irvine Irvine, CA 92697 USA	American citizen. Born 1926 (78 years) in New York, USA. Doctor's degree in in 1952 at the University of Chicago, USA. Specialist at the Department of Physiology and Biophysics, College of Medicine, University of California, Irvine, USA.

Melanated People: Read This To Become Immune To Racism

One Day as I was scrolling through my Facebook news feed,  I came across many stories of police brutality, institutionalized racism and individual stories of specific cases. I would experience the outrage and with cell phone video you will run across a couple of these everyday. I kept these pages up because they are freedom loving people like myself, outraged by racism and the faces it takes. Guess what though, after your aware it is happening outrage becomes a little dark monster inside of you, hungering for more stories to feed it. Problem is this monster shits stress hormones all over your insides which have been proven to hasten death and weaken you. One day, as part of my "awakening"
    I was cured of the outrage monster in one statement.

     My  x girlfriend is from Venezuela, in America they would call her mixed. Coming from entirely different  She has enlightened me since day one. On racism, for instance: I had cable and was scrolling through channels, I stopped on  some hip-hop show on BET. We were just starting out, she says"Why are all the people black on this channel?" I said it was an all black channel, everything related to blacks in America, She said,"Thats fucked up, in America they make black people all go to one channel?!"
     I thought about it, and the horrible mind numbing, ignorance promoting shit on BET then  responded, "Actually we did that to ourselves."
Have not tuned in since.

The Exact Moment I Became Immune to Racism

We were watching something on Africa, a documentary maybe the one on Femi Kuti on Netlflix right now. The undeniable grace, rhythm and power the Africans display is not something we were accustomed to seeing here in the west, I was about comment on this and she said, "No wonder people are racist, they are scared. Blacks are better in sports, fighting, singing, dancing, sex...they are just better." Mind you, she does not consider herself black, black to her is Wesley Snipes complexion or darker.She would consider herself  mulatto. After a decade of watching NFL, NBA, Boxing, MMA with me she would point out the obvious, black people dominate.
The racist sees the obvious too I realized. I put myself into the mind of the racist and the fear I felt was immediate, this is the internal dialogue of a racist with government or business given power:
They fight better than me, fuck better than me, look better than me if I give them the same power I have they will easily take over this country and planet. We must suppress their education, access to resources and most importantly their spirit which is clearly a source of power I dont understand."

  My outrage demon had been banished and I felt it- all racism obsessed pages came down, and the quest for enlightenment began. What I have accomplished since then is

Dark Skinned People stop getting outraged at racism! There will be none to gain from it but stress and stress kills. Besides that's reactionary and that's what fucking infants do. It's time to grow up as a people and see the truth. These mutha fukas are fucking terrified. Terrified little toddlers who sadly will die terrified little toddlers. There is nothing to be done when encountering such tragic waste of life than to feel pity, sadness and love for these stupid humans- as you would for a baby who cries because their afraid of the dark.
 Just imagine being in there shoes. Oh how fucked up it is to go to bed every night thinking black men or darker people are going to fuck your wives and daughters....and your wives and daughters are going to like it. Then if you tried to do something about it you would get your ass beat. Not to mention while all of this is happening the latinos are coming taking the jobs and doing the same thing. Their only recourse  had better embrace the negative stereotype and the oxymoron white supremacy and nuture it, or else they would collapse into the fetal position and piss themselves in the presence of a brother. Next time you encounter a racist event you will know what I'm talking about. Probably even laugh.
   Responding to racism feeds it purpose: to make you predictable, stressed, scared and feel like a lil bitch. So Black Lives Matter and the social justice warriors of our time are doing more harm than they can imagine. Everytime I see a march I hear: "We are at your mercy, please masta help us!"   It has been a while  since I wrote this piece it is 2018 April now and racism is a hotter topic than ever.  Donald Trump is fucking President on a straight racist platform. If I relayed this information to my older self when I wrote this, I would not believe it.  Yet he is 10x better than Hilary would have been because at least the racists have come out of the closet into the light. Better knowing than not, that is just a fact. The Democrats want to put people in a victim/dependent mentality and the Republicans are showing true colors now. In conclusion, all the marching, voting and waiting for government to do something accomplishes jack shit. Put that outrage into something productive, grow your food, learn to play an instrument, take a free online class, volunteer at neighborhood events or youth groups. Just stop fucking protesting and marching waiting for some benelovent government officials to do something. If this piece helps 1 person become immune to racism then it has done its job.

The PE Crisis and How Superhuman Training Manual Can Improve It Immediately

Superhuman Training  Manual As PE Class





THE P.E. TRAGEDY


There is a health crisis in America, no one can deny that. It has grown over the last few decades, so it started with school age children. Lots went wrong, but our educational system needs to take a large portion of the blame. PE class is considered a throw away class and even has become an American joke. PE today is not only inadequate, but dangerous and even worse, kills the students motivation for future exercise. How many adults are utilizing their PE programs they learned in school today? Major fail, as this is one of the main goals of PE in schools.... they are achieving the exact opposite. This is almost criminal considering the consequences.

The answer? For this we must have a clear directive. Here is one all can agree on from the California Dept. of Education.

The California Department of Education indicates :
“…PE teaches students how their bodies move and how to perform a variety of physical activities. Students learn the health-related benefits of regular physical activity and the skills to adopt a physically active, healthy lifestyle.”

Let's break this down sentence by sentence then find and apply a solution. first:
. "...PE teaches students how their bodies move. "
This is the very definition of Kinesiology, to grasp kinesiology you need to know anatomy and some physiology(human biology). Therefore an effective PE curriculum will  have student become proficient in at least the basics of the above subjects. anatomy  followed by kinesiology. A basic to advanced version of this course would be developed  depending on students age and proficiency.
Superhuman Training Manual Volume 1 provides an example of  a basic anatomy, kinesiology and physiology. In a format that will draw in and engage school age children immediately.


Next
 "...and perform a variety of physical activities." This is where the anything goes attitude at PE comes from. Could not be more vague. Dodgeball, low back damaging sit ups and jogathons are PE staples. With the exception of a small percentage of students who excel at these activities, all other participants learn to hate "exercise" and anything related to it.  I can also tell you now from firsthand experience that millions of future chronic pain issues start in PE  classes and high school weight rooms.
     So the answer to achieving the goal of this sentence would be this: Have all students become proficient and efficient at the basic human moments(movement fundamentals), then this will translate directly over to any physical activity that the student chooses to participate in, complying completely with the vague "...and perform a variety of physical activities." 
Superhuman Training Manual Volume 1 Teaches the fundamentals of human movement that all of us take for granted and perform improperly everyday.   So that movement is more efficient and does not cause chronic injury (more done with less energy expenditure, wear an tear)

Next
"Students learn the health-related benefits of regular physical activity..."
In this setting(PE class) the ideal and only way to achieve this is to produce visible, tangible and measurable results in body composition (fat vs muscle), strength and endurance. The PE classes which produce results in the metrics above will be more successful than any book or video. Other metrics such as resting heart rate and blood pressure can be used also.

"and the skills to adopt a physically active, healthy lifestyle.”
This is the major objective of any PE class. If this objective was being met over the last few decades, the US would not be in the poor shape it is now, literally. It can be argued that the current PE system is achieving the opposite. To identify why this is occurring, while simultaneously designing an a PE program that meet this objective we can look to Psychology

Using the psychological ABC tool for behavior modification, every behavior (B) has an a cause or antecedent (A) and a consequence (C) that either encourages or discourages this behavior. *

The behavior we are looking for is a "physically active, healthy lifestyle." Just by looking at statistics we can see that the PE system is failing miserably fortunately using this well proven psychological tool (ABC) we can identify the problem and find a solution.

Problem: students are not "adopting a physically active, healthy lifestyle.

The statistics tell us that on average in America the consequence (C) of PE (B) is discouraging  students from adapting healthy lifestyle(A)  Compliance in exercise science is THE major issue. There have been studies as peoples lives and livelihoods are at stake, literally.
The main "keywords" that are directly related positively to compliance and the willingness to even start an exercise program are "doable", "quick" efficient.
That is, if an program is descried as tough or challenging, it will have a much smaller percentage of people even trying it.
So promising and delivering on easy, quick and doable will get a lot more participants initially.

This may get someone to start a program but sticking with it (compliance) is another matter. There are two undeniable factors that will almost guarantee compliance. 1. The exercise program or behavior(B) must be enjoyable and 2. It must produce tangible, measurable and visible results.

So by combining "doable and quick" with "fun and result producing" would not only be the way to get those who otherwise would not to start exercising, but also promote compliance with program even when school is out.

Measuring body fat % instead of weight or BMI is a more accurate daily measurement of health, as many diseases and bad habits also promote indiscriminate weight loss.  Besides health, a drop in body fat percentage comes improvement in appearance. Right or wrong, physical appearance in high school is crucial for self confidence and how others perceive student.

In conclusion, a short, simple, doable exercise program that produces weekly results and teaches physiology, anatomy, kinesiology, biology, nutrition up to molecular biology should be the mission of any PE class that seeks to truly embrace the meaning of the mission statement promoted by the Department of Education.





Superhuman Training Manual as PE/ Health and Wellness Course

Teaches cognitive concepts about motor skills;
Includes education as well as assessment;
Improves physical well-being and teaches skills that lead to a lifelong healthy lifestyle.
Enhances the physical, mental, and social/emotional development of every student.
Program is simple, doable and only 10-15 minutes a day.
Works every muscle and joint on body, each exercise can be assessed for progress and goals set. Consistent results can be documented weekly.

Below is a routine that will accomplish this with a 10-minute investment per day. It involves instruction on the above goals, measurable outcomes and assessments, and most importantly healthy and visible results. Setting goals and accomplishing visible and tangible results with short, convenient exercises creates a powerful motivational system. Changes in a child’s physique and performance and more importantly the knowledge of how and why the body will improve. This not only creates self-esteem but promotes the create the right environment for a lifelong healthy lifestyle.

The program starts with the basics of human anatomy and movement we were never taught and proceeds from there. We help students find their own body’s optional way to function. First year goals include how to stand, how to sit(squat), how to breathe and how to run. Superhuman Training Manual Volume 1 and 2 can easily be adapted into a structured 5-10 minute a day PE curriculum that can be used by any teacher with a few hours training.

This program is ideal for businesses and senior facilities and programs also. Brief description of class and exercises below, using images from Superhuman Training Manual Volume I: The Basics.

I will work closely with administrators and provide instruction to teachers and instructors so they can implement the program in their desired setting. I will also be available to work with students. I promise visible, testable progress by the 2nd week.

Please review the following pages that describe the method and reasoning behind the program, then contact me if you are interested in either hosting a class or investing in the program. References and documentation for program available upon request. Raising funds for:
Superhuman Training Manual Book 2: Level Up
State Certified PE and Certification Course
Superhuman Training Manual Volume 3: Mind Techniques

Text Message: Lankford Jackson at 619-857-9173
Email: LankfordICSP@gmail.com




Superhuman Training Manual as PE Class



INTRO



Page 1 lets them know there will be some effort involved, but it will be worth it at the end.

PE Version:
Compliance with the program during and after the school year is a major goal of PE. As we have learned above, the best chances of achieving this is to let the student know the exercise portion will be brief, doable and net visible results.
Student handout will read: Welcome To" PE. This will be the shortest and simplest PE Class you have eve taken. At the same time it will produce the most results and give you more knowledge than any other. Family and friends will notice the results within a month and more importantly you will have the knowledge to continue when school is out and even teach others.

HOW TO STAND

Proper posture is crucial for optimal health. Improper posture leads to:

muscular problems

 skeletal and joint problems, 

limits range of motion, 

hinders digestion

effects mood

effects energy levels 

negatively effects appearance 

       The basics on standing, including foot position, hand position, shoulder blade retraction.  

Teaching method: The verbal queues: 

1.head up

            2. shoulders back/ chest out

   3. bellybutton in

4. feet pointed forward 

5. weight even on both feet

 PRACTICE: as class goes on or throughout day, have student student check and assess themselves and each other. The goal is to spend more time in the proper position every week. Or the standing and breathing exercise below an be combined. 

Superhuman Training Manual 
How To Breathe
How to Stand

Name:                 

Date:

Breathing pre-test: pass/ fail    Navel measurement relaxed______  drawn in ______ mouth breather?
Bolt score: 

         

Date:

Test:

Breathing test (1-3):

Breathing pretest: Have student take deep breath, if chest rises-fail abdomen expands first-pass. 

Waist measurement at navel. Measure navel in relaxed state then with abs drawn in as far as possible. This test will have initial measurement  2nd measurement after exercises 1-3 have been mastered, then should be done once every 4 weeks The goal of this test is to 

a.) See a reduction in relaxed measurement 

b.) Increase the ratio of relaxed / drawn in measurements. 

The BOLT Test  

1. Take a small, silent breath in through your nose and allow a small, silent breath out through your nose.
2. Hold your nose with your fingers to prevent air from entering your lungs.
3. Count the number of seconds until you feel the first definite desire to breathe.
4. Release your nose and breathe in through it. (Your inhalation and exhalation at the end of the breath should be calm.)
5. The number of seconds you counted is your BOLT score.

0-10: Your breathing is likely to be noisy, irregular and heavy, with no natural pauses between breaths.
10-20: Your breathing is heavy but regular.
20-30: Your breathing is calm, gentle, soft and quiet.
40: Breathing is effortless, calm and minimal. With a BOLT score of 40 seconds, it is difficult to see breathing movements. 

The lower the student BOLT score the more likely the student will have the following

upper chest breathing
CHVS chronic hyperventilation syndrome
Increased bouts of breathlessness
increased bouts of panic and attacks

High Bolt Score means student is:

Breathing with diaphragm
Breathing lightly (little effort)
Good lung volume

These attributes means student has less breathing resistance during sleep. Sleeping and performance, both physically and academically are closely related studies have shown.

Studies have also shown that 50% of students breathe with open mouth.
Breathing with diaphragm keeps throat muscles open

Nose breathing

Breathing instruction

Exercise 1: PROPER RESTING INHALE

Have student look down at their chest and abdomen. Have them expand their belly by inhaling. Remember, this will be the first time most of these students have done it consciously. Some students will require extra time on this portion. 

Instructor should watch chest on inhale, if it does not move then student has learned technique. It is important that the instructor be able to perform the breathing properly for demonstration purposes. Once the student is able to inhale 5 breaths in a row proceed to step 2.

side view pic 1                                                            side view pic 2

looking down abs rested  side view                            same figure looking down, belly expanded

Exercise 2: LEARNING TO EXHALE WITH ABDOMEN in same position have student look down at abdomen, have student Inhale deeply into abdomen, this time have them exhale by quickly bringing their abs in,  a good cue is to have them focus on forcibly driving their navel towards their spine.  Once student has mastered this move to step 3. 

side view pic 3

Abs drawn in showing air going out

Exercise 3: Maximum lung capacity breath - have student take deep breath drawing air into belly, hold and have student then draw in air into ribcage by raising chest, then have student take one more inhale into throat using trachea. Exhale.

Test: a fun visual test is to have student first blow up a balloon inhaling with their chest. Measure balloon with measuring tape or calipers. empty balloon and repeat after maximum lung capacity breath. There will be a visible measurable difference in size when maximum lung capacity breath is used. Each student can practice with their own balloon once technique is learned. 

Exercise  4:  BREATHING FOR ENERGY/RECOVERY deep inhale with maximim capacity breath learned in exercise 2 and forceful exhale by rawing abdominals in quickly. There should be a audible exhalation as abs are drawn in.  

3 sets x as many proper repetitions as possible.
- student should be seated or lying in case of dizziness.  Have student do as many breaths as comfortably possible in this manner, making sure they are drawing in abdominals.  Some may be limited due to coughing, some abdominal soreness and some dizziness.

Exercise 5: Wim Hoff method: have student sit on floor or lie down. Have student take deep forceful inhale, pulling in as much air as possible, relax on exhale imagining only letting 50% of air out. Good verbal or mental cue is to imagine 100% in 50% out. 

Cue: Deep breath in, half breath  out.  On 30th breath have student expel air and hold breath with no air in lungs, as long as possible. document.

3 x 30 breaths in above technique and timed breath hold with no air in lungs, document each round in chart.

This is a Wim Hoff technique and an inspiring verbal walkthrough is available for free online and is highly suggested until the instructor feels comfortable with their own verbal cues.

There will be tingling sensations in different areas of body and light headedness for almost everyone so all should be lying or seated on floor with mat or cushioned floor. 

Exercise 6:  breathing for cool down/ relaxation- in lying or seated position have student have student inhale deeply into belly without chest rising  and exhale with no effort, letting air naturally escape from lungs.
Cue: have student student dwell" mentally in space between the inhale and exhale random trying to make it hard to distinguish when one starts and the other begins reminders- throughout day when opportunity presents itself. The goal is to breathe so slowly and queitly and slowly the

Nasal decongestion exercise 

Gently breathe out through nose
Pinch nose with fingers
hold breathe as long as possible
sway or nod head as distraction
release nose resume breathing
calm breathing as soon as possible
repeat 6 times

side view 

standing pretest

Name:                 

Date:

Breathing pre-test: pass/ fail         standing pretest    head shoulders:    hand position:      foot position:

head high/ shoulders back: have head resting square over shoulders.
cue: bring neck backwards and up. Resistance exercises should emphasize horizontal pulling exercises, specifically with elbows high.

hand position: have students try to have have palms facing hips in relaxed state. Remind students that cannot maintain this position comfortably to emphasize high horizontal rowing for resistance training and stretching pecs and front of shoulders.

foot position: feet should be pointed straight ahead and weight evenly displaced through both feet.



Exercise 1: Have student 

Date:

Test:

Breathing test (1-3):

Breathing pretest: Have student take deep breath, if chest rises-fail abdomen expands first = pass

forward/ neutral 

standing standing pretest    head shoulders:    hand position:      foot position:    hips: 

sitting

 Also included a brief description of power poses, which have been proven to have positive physiological benefits immediately. Helping with anxiety and depression,consequently anxiety and depression will increase if neglected. People who have been blind from birth will put their arms in the V position after winning, suggesting that postures are directly related to emotions. Power postures are fun, as each student will have their own variation. Remembering that fun is a major factor in compliance. 

A good time for students to do their power poses are after successful

10 seconds a mayor per class (3 reminders 3 seconds each) is a small price to pay especially when the  effects of regular practice stet to manifest. 

Nose breathing 

References

Posture and digestion 

https://www.avogel.ca/blog/improve-your-digestion-with-the-right-posture/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1773697/

Posture and Behavior/mood

https://www.fastcompany.com/3041688/the-surprising-and-powerful-links-between-posture-and-mood

posture and blood pressure:

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1469-8986.1990.tb01972.x

backpacks and posture

https://www.journalofphysiotherapy.com/article/S0004-9514(14)60302-0/abstract

core stability and injury in athletes

https://s3.amazonaws.com/academia.edu.documents/38580518/Leetun_2004.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1535405786&Signature=HfEZvSxfc8ao%2B0Dke9KlzoSeRpI%3D&response-content-disposition=inline%3B%20filename%3DCore_Stability_Measures_as_Risk_Factors.pdf

HOW TO BREATH

 

Four amazing facts about this section. 

1.) The wide range of health problems that can be alleviated by proper conscious breathing. For instance anxiety and deep, slow breathing are incompatible. Panicked people are automatically told to breath deeply because symptoms alleviated immediately. The goal is to eliminate mouth breathing at rest which is directly responsible for a wide range of ailments: ADHD, daytime drowsiness, learning disabilities, frequency of illness, dental problems and even facial structure. There are studies that show that breathing through mouth rather than nose lowers IQ.

"Mouth breathing means difficult breathing, and this in turn means deficient oxygenation of the tissues, with resultant lowering of vital activities. " - 

breathing through mouth depletes co2, this reduces blood flow.

2.) The amount of positive benefits for healthy people (prevention). Conscious breathing covers all aspects of human health, vitality and performance. For instance, Ph levels are controlled through breathing and urination, not diet, as some would have you believe. If we had to wait for the digestion process to complete for ph to change we'd perish in the process. 

3.)the percentage of people who do not not know to breathe properly. which is surely above 90 percent. Teaching children how to deep breathe If you cannot consciously take a deep breath drawing air into the belly without chest rising

Including the reader, try to inhale and have your belly and not chest expand like a balloon. The  following graph shows the average breaths per minute of people in each decade and compares to normal (healthy) which is 6 breaths per minute. 

4.) How can any Physical Education Class NOT include this? This is a glaring indictment on the current model

Learning deep breathing through belly will also activate the TVA transverse abdobnimal muscle. The muscle resposible for drawing the belly in and the main muscle for activating the core. In very young children you can see

The implications and relation to disease and health can be seen in following graph. 

Practice: 

2-5 minutes per day of proper deep breathing technique. Cue students by having them inhale and imagine belly being a balloon and expanding. 

Once this technique has been mastered have them forcefully exhale by drawing in navel towards spine.  3 fast to start working way up as time progresses.  

For relaxing or calming student down have them take the deep breath properly but slowly and let the exhale happen naturally with no effort

Another benefit of breathing this way is top activate the transverse abdominal muscle (TVA). This is the muscle that draws in the belly and is a major core muscle. It is active in toddlers and young children, it automatically draws in when on hands and knees. As we spend more time sitting in chairs and sofas, it loses its strength to the point that some have trouble contracting it at all. The benefits of having this muscle being strong and functioning properly will be fewer lower back injuries and imroved performance in daily activities and athletics.In fact this muscle is so important that the bodybuilding "vacuum pose" should be taught as soon as possible and incorporated into breathing routine.

How To Sit Applied The sitting method described in the Superhuman Training Manual will activate all the muscles that become atrophied in modern society. Proper sitting is proper squatting, a movement all able humans perform but neglect everyday. 

Practice: Using the cues above this can be taught every time a student sits and is also applied on the lower body training portion of book. A good cue is to ask students to sit slowly under control and not just flop down at the speed of gravity. Have them be awre of their pelvic floor and core muscles. The benefits of this awareness will last a lifetime. This technique is used by world record holding weightlifters to strengthen core. The goal is to be able to perform full squats with belt line below the knees with ease.  

The the most important part of these cues is activating the pelvic floor muscles and entire core and coordinate smoothly and efficiently through trunk and torso. 

Resistance Training

Superhuman Training manual uses brief, infrequent resistance training workouts for three reasons 1. Effectiveness 2. efficiency and 3. compliance

Number of SetsACSM recommends at least 1 set per major muscle group. However, most studies with older adults have done 2 to 3 sets (Porter 2000). It is possible that multiple set programs show greater strength gains when conducted over a longer time span. However, for attaining the majority of the health benefits from RT, 1 set may be sufficient for most elderly client goals.FrequencyRT should be preformed up to 2x per week, separating workout sessions with at least a period of 48 hours. However, the optimal frequency for the mature and frail adult has not been definitively established. It should be noted that maintenance of strength in seniors has been achieved with as little as 1 workout day per week (Porter 2000).

https://www.psychologytoday.com/us/blog/the-athletes-way/201610/study-identifies-no-1-source-motivation-exercise-more

https://files.eric.ed.gov/fulltext/EJ973950.pdf