Healthy Living

Internal Arts

Nei Jia is a system of work that allows for the cultivation of heath and longevity in a balanced state of peace, attainment, and tranquillity. Nei Jia is an enlightened system that leads to the highest end when fully embodied and understood. The attainment of physical and mental/spiritual health and well being allows for intellectual growth and consciousness expansion. Many who fully embody the physical and mental/spiritual aspects of Nei Jia go beyond in their experience. My friend and brother Shifu Micah David (Hern Heng) has been blessed to learn from great masters of the art. To learn more please visit http://wkfhf.com/neijiakungfu.com/ Ask about training opportunities! Regular seminars are held in various locations in the United States.

The following are relevant lineages of the Nei Jia taught at Three Temples Kung Fu and Tactical Training. Other systems’ lineages are available by request. If you are curious about a system we teach not listed here, just ask!
Contact info: ThreeTemples@gmail.com

 

Hebei Style Xingyiquan (Black Sash, Instructor Ranking) xingyi

Chen Style Taijiquan (Black Sash, Instructor Ranking) chen-lines

 

Yang Style Taijiquan (Black Sash, Instructor Ranking) yang-lines

 

Chen, Pan-Ling Style Taijiquan (Permission to teach)

 

Cheng Style Baguazhang (Permission to teach) bagua

Traditional Northern Celestial Mountain Kung Fu (Black Sash, Instructor Ranking), basis for the Three Temples Internal Kung Fu 18 Forms

calibrations

Just some thoughts…

How much does mental health impact physical health?

If we consider the emotional state of an individual who has just received news that a close loved one has suddenly died, most people would respond in a state of sadness and sorrow. In times of extreme grief, the impact of the mind on the body can be harsh and long lasting. In grief, despair, and sorrow, the mind is “sick.” The body naturally embodies the sickness, as a shadow follows one walking in light.

If that person were able to gain command over his or her mind, he or she would come to make peace with all reality and settle into a balanced and healthy state of mind functioning in good mental and physical health.

Cultivating a more focused mind, harmoniously aligned with the universal laws of morality, will allow greater consciousness expansion and intellectual development.

Overcoming grief requires liberation from false ideas. Letting go of all despair and finding peace is difficult for most people. Many people suffer miserably with bad health, physically and mentally.

Understanding the mysteries of life will enable people to take control of their health and well being. Knowledge is power. The truth removes the barriers of growth and allows an avenue for one to attain total freedom and liberation. Bringing our emotional minds into a harmonious balance will help us transcend all sickness. As in the example of the person receiving news of a loved one’s death, this person may fall into extreme despair and this can lead to destruction. However if one knew that no one really dies, then one would have no need to fall into a state of extreme despair/suffering.

Maintaining regular exercise will help one begin to regulate and balance the bodily system. Focusing on good health and being disciplined will provide an opportunity for positive change. When done in a harmonious manner, exercise will help one rise up from despair and relax. Most people suffer from varying degrees of stress and all the reasons for it. Being aware of this, the way to overcoming it is to focus on regulating all stress through elimination and balancing the mind in equanimity. Relaxing all tension, letting all stress go. Gently and with grace.

Understanding the difference between the body and the mind will allow one to attain a greater command of one’s health if one is disciplined enough to maintain discipline. It requires work, not too much, not too little.

Aligning one’s mind with the living power that sustains all life will allow one to begin to know the creator of reality and this leads to the highest end. It is mighty and powerful, and it is silent and elusive.

The power that gives life

Do you believe it’s possible that SOMETHING created the universe and all existence? Is it possible that a power greater than the universe exists?

-“yes, God is the creator of all existence, God alone commands all…”

-“How did the universe come into existence? That’s a hard one, but evidence suggests that the giver of life is controlling the universe, which makes it a greater power than the universe.”

-“SOMETHING HAD to have made life!! Louis Pasteur disproved spontaneous generation of microorganisms, life doesn’t arise from nothing. The universe too, didn’t arise from nothing. The SOMETHING that brought the universe into existence is what most people in America refer to as GOD. The universe came from SOMETHING. That something is a power greater than the universe and what is known to mankind.”

-“How did we get here? I think the answer is so BIG that we would have difficulty wrapping our minds around it.”

-“I definately believe it’s possible. At our core we are but the light of consciousness. A power gives life to that light.”

-“Our people believe that the power that gives life is alive and we communicate with it and we give thanks for life and all the blessings of life. We live our lives in thanks and gratitude. It is a power that is greater than the universe…”

-“יהוה alone gives life to the universe. יהוה alone has power over all.”

One Love

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In Love

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A brief introduction to DNA

A brief introduction to: DNA (deoxyribonucleic acid)
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In 1928, British scientist Fredrick Griffith was trying to learn about how certain types of bacteria produce a serious lung disease known as pneumonia. He isolated two slightly different types of pneumonia bacteria from mice.

In the lab…
disease strain – grew into smooth colonies on the culture plates
harmless strain – produced colonies with rough edges
(easy to distinguish due to different appearances)
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This led to biologists realizing that genetic information could be transformed from one bacterium to another.
In 1944, a group of scientists led by Canadian biologist Oswald Avery at the Rockefeller Institute in New York decided to repeat Griffith’s work. They did this with the intention of finding what it is that causes the transformation.
they took the heat-killed bacteria and destroyed proteins, lipids, carbohydrates, and other molecules, including the nucleic acid RNA. Transformation still occurred. When they then destroyed the DNA, transformation did not occur.
Through this experiment they discovered that the nucleic acid DNA stores and transmits genetic information. 
In 1952, two American scientists, Alfred Hershey and Martha Chase collaborated in studying viruses (nonliving particles smaller than a cell that can infect living organisms). One type of virus that infects bacteria is a “bacteriophage” (“bacteria-eater”). Bacteriophages are composed of DNA or RNA inside of a protein body. When a bacteriophage enters a bacteria, the virus attaches to the surface of the cell and injects its bacteria.
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[T2 bacteriophage (tan) invading an E. coli cell (green)].
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Radioactive markers helped the scientists determine which part of the virus entered the infected cell which led them to discover that genes were made of DNA, not protein.
Because proteins contain very little phosphorus and DNA contains no sulfur, the scientists grew viruses in cultures containing radioactive isotopes of phosphorus-32 and sulfur-35. The radioactive substances were used as markers.
* If sulfur-35 was found in the bacteria, then the viruses protein was injected into the bacteria.
* If phosphorus-32 was found in the bacteria, then it was the DNA that had been injected into the bacteria.
The Hershey-Chase experiment concluded that the genetic material of the bacteriophage was DNA!
After this, scientists wanted to know more!
Genes…
1) carry information from one generation to the next.
2) they determine the heritable characteristics of organisms
3) all of a cell’s genetic information is replicated every time a cell divides (mitosis).
DNA (deoxyribonucleic acid)
DNA is a long molecule made of nucleotides.
Each nucleotide is made up of three basic components:
* a 5-carbon sugar called deoxyribose
* a phosphate group
* a nitrogenous (nitrogen containing) base >>>> there are 4 kinds of nitrogenous bases in DNA: adenine, thymine, guanine. and cytosine.
The backbone of a DNA chain is formed by sugar and phosphate groups of each nucleotide.
Scientists concluded that the four different nucleotides could be strung together in many different ways, so it was possible they could carry coded genetic information.
***  Years earlier, an America biochemist named Erwin Chargaff discovered that the percentages of nucleotides are equal in any sample of DNA.
A=T
G=C
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  A British scientist named Rosalind Franklin used a technique called X-ray diffraction to get information about the structure of the DNA molecule. Aiming a powerful X-ray beam at concentrated DNA samples, she recorded the scattering pattern of the X-rays onto film.
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*** When an American Biologist named James Watson was shown a copy of Franklin’s X-ray pattern in 1953, he, along with British physicist Francis Crick, built a structural model that explained how DNA could carry information and how it could be copied. The published their results in April 1953.
Watson and Crick’s model of DNA was a double helix. (two strands are wrapped around each other)
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The Double Helix
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A double helix is shaped like a spiral staircase. Watson and Crick then discovered that hydrogen bonds could form between certain nitrogenous bases and provide enough force to hold the two strands together. Nitrogenous based can only form between adenine and thymine, and guanine and cytosine. This principle is called base pairing. This brought Chargaff’s rules full circle. For every adenine there had to be one thymine. For each cytosine molecule, there was one guanine molecule.
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deep inside the forest is a door into another land

weighed in the balance

The human psyche and methods for altering behavior patterns (teaching resource)

Behaviorist Views of Learning

Behaviorism is a theory that explains the process of learning, which is defined as a change in observable behavior patterns as a result of life experience. Behaviorism focuses on observable behavior. The following review will summarize the two major components of behaviorism: classical conditioning and operant conditioning.

Classical conditioning is a component of behaviorism that explains how people learn involuntary physiological and emotional responses that are similar to instinctive or reflexive (unlearned) responses. We can apply this to a social setting as an example. We are conditioned to dress and behave in a manner that is acceptable in a specific context. If a student in America shows up to class wearing only a rag to cover his privates like Tarzan, then everyone would stare at him confused as to why in the world he is dressed like this. Therefore, as a result of being conditioned to society’s expectations, the student dresses accordingly, in a manner that is accepted by the majority.

Ivan Pavlov, a Russian scientist, reflected on animal behavior which led him to open the field of classical conditioning. After seeing the same person come with food to feed the dogs over and over, the dogs responded the same even when the person did not have food because they were conditioned to associate food with that person and they expected it. This led to an exploration into the psyche of humans after comparing similar responses and behavior patterns exhibited in animals.

Failure can traumatize people sometimes. When we fail, we can develop fear-based anxiety associated with our failure. This can continue to play out every time we attempt to repeat whatever it was that we failed at. The failure is an unconditioned stimulus caused by an unconditioned response (fear-based anxiety). Associating this with the context within which it happened causes a conditioned response to what was formerly a neutral response to a neutral stimuli. This response can continue to plague one with fear-based anxiety if one doesn’t work to correct the problem. If one works to succeed and does so and continues to do so, then one can transcend this negative response to failure. When the conditioned stimulus occurs over and over without the unconditioned stimulus occuring, then extinction will occur and it will no longer elicit the conditioned response. It pays succeed and it pays to work hard and overcome failure with earned success.

Operant Conditioning describes learning in terms of observable responses that change as a result of consequences. For example, being punished for an offense will often times create a paradigm shift that will lead to one to prefer to avoid repeating the incident. Reinforcers play a major role in human behavior patterns and are a major area of study when analyzing operant conditioning. Positive and negative are often regarded as two charges, such as those of a magnet, or two electrical charges. However, in human society, we refer to a positive environment as one that is safe, harmonious, peaceful, and balanced. If someone is really positive, then their outlook is optimistic, happy, motivated, and upbeat. If one is negative or if the environment is negative, then it is generally dark and unloving, unhappy, and when manifested in a person’s consciousness, it can be miserable and even hateful.

As educators, we seek to offer positive reinforcement to all, knowing that the more positive one is, the happier one will be, and the more motivated and inspired one will be. We know that positive reinforcement can only help and heal and produce good results, so we seek to positively reinforce as much as possible. Negative reinforcement is defined as the process of increasing behavior by removing or avoiding an aversive/negative stimulus. Negative “reinforcement” is the terminology used, but I wouldn’t say reinforcement, but instead negative removal. In order to maintain a balanced and harmonious consciousness, as one sees fit, one seeks to remove what is perceived to be the negative stimuli.

As educators, the Premack principle should be employed often, in my opinion. Students will sometimes not be too motivated about certain assignments, so in order to motivate them, we can use a positive reinforcer inspire the student to focus harder on the assignment. For example, an educator could say, “as soon as you are done with this assignment, we will have free time (or whatever activity the educator decided will elicit a positive response that will motivate the student to do the assignment knowing a “reward” of sorts will be the result)”. Shaping is a term used in educational psychology to describe how a teacher, for example, may continue to reinforce a student’s outlook on life by continuously and systematically working to help the student develop a positive outlook through patterns in the frequency and predictability of reinforcers to create a desired behavior.

A student’s self-esteem, perception of life, and overall state of consciousness plays a major role in learning and development. Therefore it is important for a teacher to be aware, as much as possible, and as appropriate as is expected, of a students state of consciousness in order to help the student reach the pinnacle of human consciousness evolution. Ultimately, every human should, ideally, be extinct in ego, and at peace to the depths of all being, which lies at the core of consciousness. We can’t expect everyone to achieve this because it is difficult to achieve in this world. Even more so, if one does achieve this, how long can one maintain this state of equanimity? As educators, we need to recognize that humans are complex beings that are emotional and in need of support. When we genuinely care and genuinely want to help all people with equal love and care, then we will make leaps and bounds. As educators, we need to be trained thoroughly in this area so we can understand what is happening and how to improve the classroom environment in order to make it a more productive learning experience for the students.

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