Jamaican Youths Innovating
at the frontier of Liberty,
Choice and Creativity
Deliberately Engineering A Legacy And Future Of Globally Successful People Beyond Vision 2030
By Christopher C. Green
Desktop Edition
© January 2016
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity – Desktop Edition |
Page: 2 |
To Gaviani Green and friends: enjoy the magnificence of life
THE VISION:
Empowering the creativity of
Breaking the shackles of Colonial Systems and practices inherited via slavery – exemplified by Bob Marley, Nelson Mandela and Martin Luther King.
Jamaican Youths Innovating beyond hopelessness, disability, morality and enslaving lifestyles to the frontier of Liberty, Choice and Creativity.
Stemming From A 2014 Invented Possibility?
On October 1, 2013, I submitted my initial research to the Ministry of National Security, on the heels of the initiative (launched December 5, 2013) for citizens to “Unite for Change”, and normalize the society towards
“2014: Possibility of Being Creativity. See transformation of Jamaica from Crime to Freedom, Wealth, Productivity, Joy and One Love.”
Creativity is innate; hence this possibility essentially seeks to awaken the “agents of creativity”:
Can you observe, adapt and govern your life of success by unlocking the design of your own instincts, socialization and conditioning? Be Awakened!
Can You Invent The Possibility Of “Being Of Help”? Sure!
There is no requirement to agree or disagree with this act of sharing Love, Joy and Peace. The information contained may help you or someone else.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity – Desktop Edition |
Page: 3 |
Lobbying Stakeholders For Human Progress And Creativity
January 20, 2016
Leaders, Citizens, Friends, Visitors and Well Wishers
Local, Regional and International Partners
Of Jamaica Land We Love.
Dear Sir/Madam,
Curing Crime, Making Money via
Instead of flogging and punishing colonial slaves to do “muscular” work; the global economy requires people to do creative “intellectual” work while machines do muscular work. Even though research shows that poverty, slavery and colonial
The Intellect is characterized by intention, purpose, virtue and joy in exploring a rainbow of diverse ways to think and logically reason out challenges. To ignore or neglect the intellect is equivalent to flogging, which explores only two ways (fight or flee) of triggering muscula r work, in submission to the feelings of fear. Developing this intellectual capacity requires specific
However, Jamaica’s colonial systems of government, religion and business (GR&B) expect people to perform at global standards without directly addressing the
Leaders of GR&B must ensure that their members, customers and stakeholders embrace
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity – Desktop Edition |
Page: 4 |
Much of Jamaica’s inability to maximize human potential and produce to meet global standards, stems from the colonial mentality of flogging, “badness” and institutional fear which magnify the survival feelings of fear to fight, often when there is no survival situation. This psychological trauma destroys the intellect and the benefits of educational achievements. Research shows that this “colonial culture” of fear and Rote learning has 90% power overruling the 10% power of educational intelligence or critical thinking. To transform to a culture of world leading innovators, I propose Creativity Learning to develop intellectual agility. Jamaica has not been able to implement a culture of effective governance and a critical mass of innovative role models. People are 90% culturally constricted to poverty,
Culture eats strategy and intelligence for breakfast says Peter Drucker, famous author. Is it easy to observe the increasing incidents of crimes? Yes, even though the increasing security forces and churches per square mile are intended to reduce crimes. How many more decades will we go in circles looking in the wrong places for solutions to crime and low productivity? The 2004 Task Force on Educational Reform Final Report indicates that many students suffer physical, emotional and cognitive abuse. Their homes, churches and communities lack the training to provide proper protection, nutrition and social values to effectively develop their cognitive, visual and motor skills. Instead of becoming socially functional, adaptable, spiritually conscious, empathetic and contributing members of society, our children are being groomed by the culture of vulgarity,
With twice the population of Jamaica, Singapore and Demark have little police visibility and churches are usually empty, yet criminal murders average 2 to 5 persons per month compared to Jamaica’s 100 persons per month since 1995 according to the United Nations Office on Drugs and Crime (UNODC). For several years, the European Union Economic Partners (EPA) and the National Development Bankers have reported that Jamaican entrepreneurs are not adequately utilizing the available facilities for export trade and grant funding respectively. Contrary to traditional beliefs, crime and low productivity are not due to a lack of money or resources from government, religion or business and the resolution goes beyond these colonially cultured ideologies.
Similar to Trinidad, Denmark and Singapore, Jamaica is expected to use its superior human capital,
The Deadlock of Jamaica's Vision 2030
The “who knows who” leadership, followership and fellowship style of people in GR&B is similar to that of a cult, where people are forced to become rote learners using the cravings for food, sex, drugs and money to make decisions, instead of using intellectual creativity. This affects our ability to relate to global players who are not of our colonial habits. The challenge is habits are developed as pieces of flesh interwoven in the brain and are not easily or effectively removable by flogging, surgery, drugs or powerful words. It will require biological time, best efforts and smart strategies in applying nutrition, fitness, team accountability support and stimulating creative practices to disintegrate the Colonial Cancer in each Jamaican and develop Intellectual Creativity. Yes, it requires all hands on board including the Diaspora, local, regional and international stakeholders; otherwise we will remain in deadlock.
Vision 2030 will be an empty barrel if Jamaica fails to develop a critical mass of innovative thinkers and
Can a pessimistic and suppressing colonial system of governance instill hope? Can hell be used to make heaven? Can stone make bread? Definitely not!
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity – Desktop Edition |
Page: 5 |
“citizens” per year for over 20 years. Are leaders given “basket to carry water” by unintentionally using the wrong tools to mistakenly produce genocide?
Jamaican youths, many of whom are psychologically oppressed and fall below the poverty line, will be the ones operationally leading the country in 2030. Hence these youths are expected to carry the weight of the burden to literally leapfrog from poverty to first world status. In 14 years or less, 80% of these youths must become technologically savvy, globally connected and earning at least US$50,000 per annum with adjustments for inflation and devaluation. By the “people’s test” for human capacity, security and dignity, these youths should be able to innovate and resolve problems across the global market, thus using intellectual creativity to empower human capacity, secure life on the planet and acquire
The US Deadlock and Resolve: After losing its leading
The fate of Vision 2030 is not merely a matter of executives doing forensic audits and expert planning. No one knows tomorrow’s challenges, so it is best to equip Jamaicans with the skills of “knowing the best ways to learn, and how to feasibly use the learning process to adapt and resolve challenges”. That is, exploiting the lifecycle phases of
Yours Sincerely,
Chris Green
__________________
Chris Green, CEO
Krys Financials A/S Copenhagen, Denmark creativity@krysglobal.com
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity – Desktop Edition Page: 6
Chris Green |
About The Author |
|
September 1, 2015 |
||
|
I often tell the story of how my late dad, Alphaeus (Faadah) Green, creatively bought old cars in order to cut them up, and then joined the best parts together to make one good car. He used these cars like taxis, but would label them “Take 5” to avoid breaking the regulation of illegally running a taxi. This is similar to how investment companies avoid using the word “Deposit” in order to avoid breaking the regulation of illegally runni ng a commercial bank. With a basic secondary education, Faadah Green, father of seven children, was a jack of all trades and master of none. So whenever he did something his creativity lacked the finishing touches of a professional. My mom, Gloria Green, was his housewife taking care of the children.
The funny part is the cars broke down all at once, in need of repairs and money which was not available. Dad subsequently had a serious break down since all his hard work was destroyed. Reflecting on his Christianity, he was confused as to what sins he had committed for working smart and hard to feed his families of workers, friends, wife and children. After a few weeks, I saw him sprinkling oils and burning substance around the house, which I later learnt, was obeah. The problems got worse, as the church and obeah did not provide a resolution, causing my parents to get separated leaving seven young children to fight an unknown future with no tools except mere instincts. We struggled, fought and failed as our f amilies and friends were being shot down by gang violence and the police. After pursing business courses at Calabar High School, I realized that my father looked in the wrong places for solutions. All the cars were manufactured about the same time and they were now fully depreciated due to wear and tear over the years. If Faadah Green and my mom had simply put money aside every month to repair or replace the cars, then our family would have escaped the atrocities.
For my parents then, it was a question of education. Today many Jamaican youths are being educated, especially via the
The Green family has been working with Jamaican youths and people for over 50 years championed by my dad. Collectively we have trained, contracted and worked with thousands of grassroots people and hundreds of professionals in government, religion and business across Jamaica. From humble beginnings like many Jamaican families we have tried our hands at many innovative things to survive. Up to now we have not se en Jamaica achieve the goals proposed by Vision 2030. Hence the relentless fight continues for nation building, as we collaborate with all stakeholders and supporters united with the vision of human progress and creativity. The people, whether in poverty, suffering and hurting or not are our friends, neighbors, partners and families. We all share the oneness of spirituality and love which is bigger than the relative rights and wrongs we do to each other.
Contrary to beliefs, we have learnt the hard way that the answers to people’s daily challenges are beyond the combined efforts of government, religion and business. Somewhere, somehow, we must move prudently against the friction of cultures and collaborate with people across the globe. We must all share ideas and innovations with the oneness of persistently transforming the ecosystems of our invented world to support the evolving nature all life.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity – Desktop Edition |
Page: 7 |
Executive Summary
Welcome to the New Day Jamaica! Today we participate in the oneness of a global vision for humanity, and innovate to meet the consequential challenges of our global society. Creation was made as a tool or playground for humans; and eternity is simply a tool to embrace timeless reality outside the box of time. Hence, the human capacity surpasses the limits of mortality, time and eternity. These are the experiences and realizations of humans liberated to think outside the box of creation. Welcome to the New Jamaica, playing by the rules of creativity and unbounded by the tools of Reality.
Jamaica fails through utilizing fear/rote based colonial systems to resolve crime and low productivity with 20% success. This research promotes the use of optimistic
Colonial slaves (uneducated) were forced/tricked to live alienated to God’s design of reality and delusionally resolve real world challenges (e.g. genocidal maltreatment) via misunderstood biblical words and myths, triggering a “culture” of epistemic and
Jamaica’s social decay stems from the gross neglect to periodically assess and address its people’s physical, survival and psychological deficiencies, e.g. through the use of team accountability support systems. Colonial systems of GR&B exploit muscular labor and neglect
Creativity Learning uses an approach of timely research and innovation to ensure that newly formed habits are
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity – Desktop Edition |
Page: 8 |
Solutions Model:
There is no absolute handbook of methods to effectively calibrate the wellbeing of our evolving reality. Humans depend on best practice guidelines and workable design models to help make decisions which enroll the consequences of a successful life. This research proposes a complex but uncomplicated solutions model which may be calibrated to produce desired results and consequences. Similar to the buzz of morning traffic, complexity promotes a low tolerance for errors and breakdowns. However, this challenge serves as a catalyst to seek and forge meaningful team accountability support, which is also a critical success factor for learning, adapting and resolving. There is no room for the delusion of individualism; we achieve ourselves by sharing ourselves with others through the principle of loving our neighbors (i.e. spirituality). The critical components or factors are as follows:
1.The human hardware of Instinctual Survival and the Environment
2.The human software of Cognitive Reasoning and Spiritual Development
3.The human society of Team Accountability Support to set and achieve goals through human
The Game of Life is complex but not complicated, hence relatively simple depending on your ability to think outside the box of creation. Contrary to the reductionist approach of always reducing challenges to a single cause, the idea of a game provides a holistic approach which goes beyond reductionism to model diversity and dynamism. That is, modeling the evolving roles and contributions of multiple interwoven systems. The following is a high level view of the interwoven systems participating in the Game of Life:
A.Preparing game players to be flexible and adaptable to the challenges of persistent changes in reality and goals
1.
2.Instinctual survival (90% control): detox, nutrition and wellness aims at securing the appropriate/best hardware via the environment
3.Cognitive reasoning and spirituality (10% control):
4.Yes feelings can change your thoughts/actions and your cognitive reasoning/thoughts can change the feelings/actions. Hence which is first?
5.
6.
B.Playing the Society Game via functional projects and often strategizing to use linear/simple tools to make complex moves
1.Team accountability support systemically helps players to adapt and innovate to meet changes in reality and societal goals.
2.Yes reality can shape or change your goals and your goals can shape or change reality. Hence which is first?
3.
4.
C.Note that A and B are not necessarily linear but may be interplaying randomly. A and B are interwoven playing the game of: (1) the chicken or the egg, which is first? Or (2) where are you leading (or following) from: behind or in front?
1.
2.
3.
This is a call for accountability support partners promoting
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 9 |
|
SUMMARY OF CONTENTS
The opening letter lobbying stakeholders for human Creativity The author’s motivation for pursuing this research for over 5 years
Scoping the transition from Colonial Rote Learning to Creativity Learning
The early pages depict the ROOT PROBLEM of Colonial Lifestyles:
a)damaging the front brain lobes of logical and agile Reasoning
b)abusing the rear brain lobes of risky
1.Institutions/homes not using team work to create individual learning
2.Government, religion and business enforce colonial Rote Learning which emphasizes thinking by feelings, and demote agile reasoning
3.Society eating for the sweetness of feelings; ignorant of the dangers in foods, or the societal tragedy of poor nutrition and brain damage
4.People making foolish decisions by
The latter pages depict the RESOLUTION which promotes a Lifestyle for Creativity Learning, as follows:
1.Create your agile brain hardware by eating more nutrients from vegetable sources via the
2.Then use your 10% power of agile reasoning to train your 90% power of instincts and feelings into habitually practicing Creativity Learning
3.Institutions/homes using team work to promote Creativity Learning
4.Avoid the sympathetic crab mentality, which discriminates or ignores people not socializing via the bad feelings of misfortune/fearful news
5.Use brain agility to manage and override the
The concluding pages depict a roadmap to WIRE CREATIVITY into concrete flesh (via
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 10 |
|
TABLE OF CONTENTS
Continued
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 11 |
Acknowledgements
This is Jamaica’s research; I am merely the vessel who collated the data. I wish to acknowledge those who have contributed to this research:
My family and friends for their support and challenging questions which strengthened the foundation of this research. Customers, members of staff and stakeholders of Krys Financials for their resilience in making a stance for the transformation of Jamaica
The Jamaica Defence Force, Jamaica Constabulary Force and Office of the Prime Minister for taking the time to engage discussions about Unite For Change and providing directions for empowering Jamaican youths with social and regulatory training
The Landmark Worldwide graduate body in Jamaica, for sharing real life challenges and possibilities, especially Coral
Elizabeth Terry of Limitless Transformation Coaching and Training Services Ltd. and colleagues for their considerable support and mastery in applying the
Members of the Diaspora for their watchful eyes, listening ears and support concerning the challenges and progress of Jamaica, especially my mom Sonia Fearon and Meva Gadishaw, who invested considerable time and effort to edit, debate and verify the composition of this research
The Government of Jamaica for providing hard data about the state of the Jamaican crisis and what is being done to relieve the challenges, especially the Statistical Institute of Jamaica, Vision 2030 Team and Ministry of Education for The Education System Transformation Programme
The Special Needs and crisis support groups of Jamaica for providing theirfindings and perspectives on issues challenging Jamaicans
Churches, private and
The World Wide Web and Google among other search engines for allowing us to move prudently against the friction of cultures and collaborate with people across the globe to research, model and resolve real world challenges for the wellbeing of humanity.
This research is aimed at lobbying stakeholders to revolutionize programmes for nutritional support, education transformation, spirituality and decisions being pursued to empower
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 12 |
Creativity Learning
With billions in world population growth, can governments, religions and businesses readily resolve the
By the brain’s “use it or lose it” principle, the
We need to transform our traditional classroom, to one where people are organized in
Creativity Learning: while people research, innovate and resolve real world challenges, people learn to collaborate and virtuously empower theirlives.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 13 |
This section concerns:
Factors Leading To The Root Problem Of Brain Damage
The following chapters are included:
90% Learning Occurs When People Are Truly Working Together
Why Not Enable 80% Children and Youths To Enjoy Vision 2030?
Does Food Provide The Brain Hardware For Crime & Creativity?
Morality’s Confusion About Poor Eating, Weight and Sickness
Sweet Feelings Are Unreliable When Hijacked By Foods & Parasites
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 14 |
90% Learning Occurs When People Are Truly Working Together
This is an act of “Sharing Love, Joy and Peace”. There is no requirement to agree or disagree with the findings of this research. Maybe there is information to help improve your life or the life of someone else. You may read and discuss it with friends several times to let “repetition” enforce your persuasion and confidence. Get a chance to fully analyze and validate the contents from several viewpoints. Remember that merely “reading” this research will NOT make you do anything, or make a change in your life, or make your life better. Like the experience of balancing, you must apply “Purpose” and take Action to BE the Change you want to See. The Game of Life is simple and full of Joy!
Jamaica’s Traditions of Miraculous WORDS are Mistaken:
The human brain does not effectively learn or retain by words, especially without a team actively resolving a problem. The traditions of teaching, preaching and reading by words are being replaced by coaching. Learning by words or verbal language is merely one of several learning styles. Like “rote swatting”, these are Passive Learning Methods
Institutions, homes and relationships must use team work to create learning for individuals. We achieve ourselves by sharing ourselves with others
Learning People Must Actively Work Together:
People’s brain biological network effectively learns and retains when
The Learning Pyramid
Refer to the National Training Laboratories, Bethel, Maine US A:
Average Learning and
Retention Rate (%)
(Learning/Retention after approximately two weeks)
Have Relationship Problems?
Get your brains to effectively work and learn together.
Resolve via Creativity Learning:
“neurons that fire together wire together”.
If teaching others is 90% learning, then each individual must practice the
www.ntl.org www.thebetheljournals.info/NTL/NTL_2.htm http://siteresources.worldbank.org/DEVMARKETPLACE/Resources/Handout_TheLearningPyramid.pdf
Action speaks louder than words, and words can mean different things to different individuals. Words cannot adequately communicate a person’s “intention”. Society has chosen words as a standard means of regulating justice, health, wealth, spirituality, and so on; but what provisi ons has been made for myriads of Jamaicans biologically incapable of understanding the essence of words? Will they remain disenfranchised and go to hell for acting contrary to societal norms?
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 15 |
Why Not Enable 80% Children and Youths To Enjoy Vision 2030?
The fate of Vision 2030 is not merely a matter of forensics and expert planning, but how people adapt their lives to meet glo bal challenges.
Instead of learning creativity, Jamaican youths to become leaders by 2030, are colonially cultured to use feelings of “fear” to resolve daily challenges. These youths have been in social decay and “delusion” for mistakenly using the mechanism of feelings to execute the intellectual goals of Vision 2030.
Colonial Governance by FEAR or Governance via Morality produces 20% successful survivors of the fittest.
FEAR Does Not Care!
It Does NOT Matter:
What is done,
How it is done,
Where it is done,
To what Degree,
The Size of the act,
To Whom it is done,
Or Who does it.
FEAR destroys to defend Survival, though often via false judgment, and even when there is
NO Real Threat to Survival.
People
Survival of
the Fittest
CREATIVITY enables 80% successful people.
FEAR may be viewed as
evil forces in religious theology and bad reasoning in philosophy.
Biologically Fear reacts by escaping or destroying perceived predators when there is no mitigating plan, model or strategy to rationally, creatively and virtuously respond to social challenges.
A biological perspective is concrete.
Crime, violence and fear are behavioral motor skills issues, driven by the brain’s “instincts and feelings”, controlling 90% of human actions. The challenge is that instincts and feelings work through pleasure stimulating habits without regard for whether they are socially logical. The other 10% of actions is controlled by the brain’s “consciousness and cognitive” faculties facilitating logical reasoning, self management and creativity used to train the habits how to live in a society via empathy, integrity and mutual consent. For simplification, the word feelings is often used as a substitute for the word instincts in this research.
The physical hardware of the brain is made up of flesh which can be damaged by accidents or by common chemicals found in food. The predominance of “fear” and morality in our society indicate that our culture of eating foods and lifestyle activities abusively overuse feelings of the rear brain, while neglecting and suffering physical damages to the cognitive front brain through its “use it or lose it” principle. This results in increased crime and a lack of creativity.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 16 |
Does Food Provide The Brain Hardware For Crime & Creativity?
Our “culture of overeating sweet foods” is one of the most common and critical factors driving (neuro) violent behaviors across Jamaica.
At the heart of this colonially driven rote learning and cultural epidemic, is the Caloric Density measuring the mass of calories (energy) in foods.
400 Calories of Veggies/Fruits |
400 Calories of Beef/Meats |
400 Calories of Oils/Fats/Sweets/Salts |
Full stomach = 400 calories |
Full stomach = 400 x 10 = 4000 calories |
Full stomach = 400 x 40 = 16000 calories |
(1/2 of calories per meal) |
(5 times overdose of calories per meal) |
(40 times overdose of calories per meal) |
Recommended daily calories = 2000, and per meal = 700 calories based on 3 meals per day
The Caloric Density Scale
(by Jeff Novick, MS, RD, LD, LN)
Foods (calories per pound) |
Caloric # |
Vegetables |
100 |
Fruits |
300 |
Unprocessed Carbohydrates |
|
(Potato, Yam, Corn, Brown Rice) |
500 |
Legumes (Beans, Peas, Lentils) |
600 |
Animal Products |
1000 |
Bread, Bagels, Dried Fruits |
1200 |
Processed Carbohydrates |
1400 |
Sugar, Molasses, Honey, Syrup |
1500 |
Cereals, Baked Chips, Pretzels |
1700 |
Junk Foods |
2300 |
Nuts, Seeds |
2800 |
Oils, Fats |
4000 |
People will naturally eat to full their bellies since the sensors in the stomach signal the brain to stop eating when it is full. Oils/Fats are 40 times more caloric than Veggies. Sugars are 15 times more caloric than Veggies. So, a little sugar or oil dressing can disrupt the low caloric intake from your veggies and fruits. The stomach sensors do not check the mixture of foods or their caloric densities, so you must check your foods before you eat. Food has chemical
How Sugar Damages Your Brain’s Structure and Function:
High Blood Pressure, Obesity, Diabetes Shrink Your Brain:
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 17 |
Morality's Confusion About Poor Eating, Weight and Sickness
Do people gain weight and get sick because they are greedy? No. Is it a matter of calorie overdose and too little fiber intake? Highly!
Why Do We Eat Improperly? Refer to a Neurobiological Perspective
Creativity requires Holistic Brain and Body Foods to be
Whole Natural and |
Processed and |
||
Refined Power Foods |
|||
1. |
Natural Nutrients |
1. |
Modified Nutrients |
2. |
Mixed Fibers |
2. |
Little or No Fiber |
3. |
Rainbow Diet: |
3. |
Sugar, Oil/Fat, Salt Diet |
“creativity embraces diversity” |
4. |
Artificial Preservatives & Flavors |
Health Factors - Positive
1.Low Caloric Density
2.600 - 700 calories per meal
3.Fiber absorbs toxins
4.Sufficient fuel/energy
5.Brain enriches via proper fuel
6.Body achieves wellness
Stomach /Gut
1.Sensors tell when full
2.Food weight matches
stomach elasticity
Excretion of Bodily Waste - Positive
1.Fiber removes toxins from body
2.Full load relative to normal intake
3.Colon, liver, kidney, brain, etc. function effectively
Morality’s Confusion is driven by Sweet Feelings
Eating improperly results in:
1.Greediness
2.Excess Fat
3.Inevitable punishments await
4.Sickness caused by moral sin
5.Improper eating may be morally
wrong but it feels good/right
6. Fasting/Detoxing may be morally right but it feels bad/wrong
(Refer to the Pleasure Trap by Dr. Douglas Lisle
Health Factors - Negative
1.High Caloric Density
2.1300 - 1800 calories per meal
3.Energy overdose increases Fat/Weight
4.Digestion overworks organs
5.Hormone/insulin/Feelings hijacked
6.Brain damage via improper fuel
7.Acidic body grows candida and cancer
Excretion of Bodily Waste - Negative
1.Little Fiber removes little toxins
2.Toxins build up disease in colon
3.Some toxins cannot excrete naturally
4.Mini load relative to large intake
5.Mental and physical detox recommended
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 18 |
Sweet Feelings Are Unreliable When Hijacked By Foods & Parasites
Jamaica is a “feelings” country; people like to carry feelings over big things, little things, tiny things and often nothing at all. Have you ever disliked someone you met for the very first time or know absolutely nothing about, simply because you feel bad about the person? Is something always correct because it feels good? Definitely Not!
You may be a logical, bright, conscientious and alert person knowing the right thing to do, but realize you are not able to do it when your feelings are hijacked. The Pleasure Trap shows that food plays a critical role in hijacking and manipulating your feelings towards abnormal
Refer to The Pleasure Trap by Douglas J. Lisle, Ph.D and Alan Goldhamer, D.C.: www.youtube.com/watch?v=jX2btaDOBK8 and
The Feelings
of Pleasure
High Feelings
Normal Feelings
Low Feelings
Whole Natural
Foods (WNF)
are Healthy
Your Feelings are hijacked by high |
Five phases of the Pleasure Trap |
|
|
pleasure Junk foods. Your body then |
|
becomes unhealthy. At this point you |
|
do something wrong that feels right |
|
|
Your health is being restored by WNF. But, |
|
your Feelings are low. So at this point you |
|
do something right but it feels wrong |
|
The material of the brain is |
|
|
made of cells, meat or flesh. So |
|
|
the quality of thoughts, feelings |
|
Your uncontrollable abnormal behavior: |
and signals are affected by the |
|
level of toxic chemical stimulants |
||
Your body uses fat and sickness to normalize the |
||
in food, sex, drugs and parasites |
||
overdose of foods, anxiety and pleasure. You know the |
||
in a person’s body and environs. |
||
right thing to do is to stop, yet you continue to the death |
||
|
Junk and processed foods: |
Tape worms, yeast and candida bite |
- have more energy per bite (overdose) |
and inject chemical stimulants in |
|
|
- requires more bites to fill stomach |
your gut, cells and brain to make |
|
|
- lack fiber hence difficult to excrete |
you itch, crave, think and eat what |
- promote overweight and |
they need to keep surviving in you. |
|
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 19 |
This section concerns:
Root Of The Mistaken Brain And The Cost To Society
The following chapters are included:
The ROOT Problem: Morality’s Mistake About Crime & Creativity
Slavery, Culture Or Lifestyle Can Damage Your Brain’s Front Lobes
Youth Maltreatment In Over 20 Years Of Psychological Oppression
Jamaicans & Jews Suffer Front Brain Damages by Poverty & Slavery
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 20 |
The ROOT Problem: Morality's Mistake About Crime & Creativity
Is it morally wrong to mistakenly punish someone for not performing due to a physical disability or defective hardware, such as a damaged brain due to lifestyle practices? Colonial rote based lifestyles and foods demote and damage the front lobes of the brain.
A Healthy Brain
The lifestyle practices of this normal child show regions of high (red) and low (blue and black) activity. In regions like the frontal and temporal lobes, at the top, early childhood nutrition, games, training and culture determine how brain neurons network. A healthy brain hardware
“Are these youths the Innovators unknowingly engineered by society?”
Can you compare these PET brain scans of two children? |
An Abused Brain |
|||
Active |
|
Damaged |
The lifestyle practices of this |
|
Frontal |
institutionalized Romanian |
|||
Frontal |
|
|||
Front |
Lobe |
Front |
Orphan shows the effect |
|
Lobe |
|
|||
Lobes |
|
Lobes |
of extreme deprivation in |
|
|
|
|
infancy. The temporal lobes |
|
|
|
|
(encircled) which regulate |
|
|
|
|
emotions and receive inputs |
|
|
|
|
from the senses are nearly |
|
|
|
|
dormant. This results in |
|
|
|
|
emotional and cognitive |
|
|
|
|
problems which require |
|
|
|
|
early special education to |
|
|
|
|
address the neural or brain |
|
|
|
|
disability. The brain may |
|
|
|
|
||
|
|
|
nutrition and stimulation. |
|
|
|
|
“Are these youths the |
|
Active |
|
Active |
Criminals unknowingly |
|
Rear Lobes |
|
Rear Lobes |
engineered by society?” |
A healthy human brain is critical for people to participate in the world orchestrated by the ideologies of government, religion and business. How often do we make poor decisions or jump off the cliff expecting the world to react contrary to how it has been designed to work? Crazy? Instead of defective or wrong assumptions and beliefs, let us embrace investigation and research to unearth the world’s design principles. Children unknowingly misbehave, but to avoid penalty they are forced and trained (early) to “retroactively invent/give arbitrary reasons" of apologies to parents faultily thinking that mischief is driven by evil, unruly and poor thoughts.
Refer to: Centers for Disease Control and Prevention (CDC 2011), USA
Social and Emotional Development in Infancy and Early Childhood: edited by Janette B. Benson, Marshall M. Haith (2010) https://books.google.com.jm/books?isbn=0123785758
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 21 |
Slavery, Culture Or Lifestyle Can Damage Your Brain's Front Lobes
When slavery, culture or lifestyle damages your front brain lobes you are limited to overusing the rear brain lobes to listen, think and act. This limitation results in mental slavery, apartheid and social discrimination
Rear Brain Lobes
Greater: >= 90% control or power
1.Subconscious
2.Instincts
3.Feelings
4.Survivalism
ear
Front Brain Lobes
Lesser: <= 10% control or power
1.Consciousness (Self Management)
2.Cognitive Reasoning (World Management)
3.Spirituality (Loving Your Neighbor as Yourself)
4.
The
Human
Brain
Hardware
(top view)
> 90% Control or Power via:
Habitual Behaviors(Emotions Resist Change
1.Muscular/Motor Actions: Fight or Flight
2.Rote Learning Lifestyles: Factory Assembly
3.Feelings/Morality/Fear based Thoughts
4.Feeds from/to Environmental Cues/Signs
5.No Reasoning or Mutual Negotiation
6.Violates Basic Human Right of Consent
< 10% Control or Power of:
Choice
1.Evaluate challenges
2.Rationalize responses
eye
nose
eye
Challenges arise from the changes in Reality and are communicated to the brain via the eyes, ears, nose and mouth among the senses processing sensory signals
1.Driven by duality of “good or bad” for survival
2.Driven to “consume” (destroy) and not innovate
3.Hunt/Kill for Pleasure (food, sex, drugs, money)
4.Conserve Energy (laziness,
5.Avoid Pain (flee from fear)
6.Passively expect to “receive” and not give Love
|
Power of Choice Retrains/Adapts Behaviors |
|
1. To Think Critically and Logically via Designs |
ear |
2. Perform Abstract and Meta Reasoning |
|
|
|
3. Promote and Research Diversity |
Feeling Good or Sweet: |
4. Creative Problem Solving |
Salt, Sugar, Oil/Fat, Meats |
5. Empathy, Integrity, Respect and Leadership |
|
6. Actively
Feeling Bad or Tasteless:
Veggies, Exercise, Mind Games, Water Fast, Intellectual Goals
Why did Israelites die mentally enslaved in the desert even after 40 years of freedom? Slavery! 400 years of front brain damage!
Refer to: Dr. Bruce Lipton
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
|
|
|
Page: 22 |
|
|
Youth Maltreatment In Over 20 Years Of Psychological Oppression |
|
|||||
Youth Maltreatment Disrupts Brain Development |
|
|
||||
Excessive, repeated stress causes the release of chemicals that |
1 |
|
|
|
|
2 |
Damage cell growth, neural circuits and stress responders |
Death |
Early |
||||
Contribute to premature aging of the body |
|
|
|
|
||
|
|
|
death |
|
||
|
|
|
|
|
||
Consequences: |
|
|
|
|
|
|
|
|
|
|
|
|
|
Disease, Injury and Disability |
|
Disease, injury, disability |
|
STDs, Gyno issues, Obesity, Heart disease, Diabetes, Stroke, Cancer, Suicide
|
|
Adoption of |
||
Sexual promiscuity and perpetration, Alcohol and Substance Abuse, Smoking |
|
|
||
|
|
|
|
|
Social, Emotional, and Cognitive Impairments |
|
Social, emotional, and cognitive impairments |
||
Depression, Stress, Aggression, Social immobility and Academic failure |
Birth |
|
|
|
|
Youth maltreatment |
|||
|
|
|||
|
|
|
Lifetime Economic Costs of Youth Maltreatment |
Overall Losses in Youth Productivity |
|
||||
|
|
3 |
|
Obesity |
4 |
|
|
|
|
17% |
|
||
|
|
|
|
Teen |
|
|
Child Welfare |
3.6% |
Productivity |
|
|
|
|
|
|
pregnancy |
|
|||
|
|
Losses |
|
|
|
|
Criminal Justice |
3.2% |
|
|
10% |
|
|
69.2% |
|
|
|
|||
|
|
|
|
|||
|
|
|
|
|
|
|
Special Education |
3.7% |
|
Youth |
|
Smoking |
|
|
|
|
Maltreatment |
|
||
|
Healthcare |
|
21% |
|
||
|
|
52% |
|
|
||
|
20.2% |
|
|
|
|
|
|
|
|
|
|
|
Refer to: Centers for Disease Control and Prevention (CDC 2011), USA
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 23 |
Jamaicans & Jews Suffer Front Brain Damages by Poverty & Slavery
Let us begin with some fundamentals. The brain’s neural network demands us to “use it or lose it” as the brain retires and develops habits to automatically maximize a person’s actions without their consent. Similar to poverty, the system of governance called “slavery” overuses the rear brain with rote learning while demoting the front brain responsible for
It is now understandable why after 400 years; six generations of enslaved Israelites did not find a leader within their own tribes. Even if they had a modern system of democracy they still would have a damaged front brain puppet leader, unknowingly faking leadership and following the Pharaoh’s orders. This also predicts the pathway for countries, like Jamaica, governed by colonial cultures inherited from slavery. Instead of miraculously healing the brains of enslaved Israelites, God led Moses as a child into Pharaoh’s house to get nutritious food, mentorship and training to develop both his front and rear brains in order to use him spiritually. This is also the case with David (Saul), Joseph (Pharaoh), Esther (King Ahasuerus), Elisha (Elijah) and several other leaders in the Bible. In other words, all the hope, blessings, love and wisdom are already designed in the universe by God; waiting for us to stimulate the rear and front brains in the processes of research, discovery, nutrition and training in order to pursue a
Arriving on the “freedom” side of the Red Sea, Moses saw the mental inability of the Israelites requesting to go back to slavery under Pharaoh. They rejected the heavenly food provided to develop the front brain, and demanded meat which tends to make the brain neurons tough and less adaptive to the changes of life. Did God and Moses find it difficult to democratically lead people with damaged front brains? Challenging! In the land of morality: he who knows not and knows not that he knows not is a fool. In the land of creativity: research shows that
In order to save the ecosystem of the society, God and Moses invented a series of Morality Commandments and Laws to regulate people’s behavior and the eating of meats. Commandments and Laws are designed for rote people limited to the uncontrollable sweetness of their feeling for food, sex and drugs. Can people with damaged front brains reason and apply the Laws in changing situations? No. The Bible declares spirituality and reasoning as equivalent: people using mere instincts and feelings lack the Spirit, and are like unreasoning animals slandering whatever they do not understand by feelings; only to be caught and destroyed like animals perish (Jude
The greatness about the Promised Land of Canaan was lots of nutritious foods to nourish the front and rear brains of parentle ss
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 24 |
This section concerns:
The following chapters are included:
Social Tragedy Says WHO, World Bank, UNICEF, MOE, UWI
The Colonial Cancer Has Been Secretly Disabling Jamaicans
The Paradigm Shift For Disability Inclusion
REFERENCES
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 25 |
Social Tragedy Says WHO, World Bank, UNICEF, MOE, UWI
Vision 2030 Dashboard reports: poverty and cultural transformation are getting worse and health is off track. Are we emancipated from the Colonial Cancer? Among the restorative and preventative measures proposed by this research, this section uses data from local and international stakeholders to reveal that 80% of Jamaican youths and adults require use of some of the special needs support systems mandated by the Jamaica Disability Act (2014).
Among Jamaica’s special needs, the United Nations Children’s Fund (UNICEF) and Statistical Institute of Jamaica (STATIN) 2005/7 report puts Child Disability at 15% with children
In 2010/11 WHO (World Health Organization and World Bank Group) doubled its estimates from 10% to 20% for poor people with special needs, and 15% for developed countries. The major causes for disabilities are poverty (poor nutrition) and low stimulation for creativity from parents/caregivers, often due to their violent, abusive and psychologically stressful environments. Scientifically this critically affects children in the first 3 years. Also, globally there are more elderly people (over 65 years) living longer, but with more disabilities resulting from diabetes, heart related diseases, and mental disorders. Jamaica’s growing disabled are mainly youths, in contrast to mainly elderly people in developed countries. In many low to middle income countries up to 95% of disabled do not have special needs support systems and up to 85% of disabled fall outside of the education system.
The Jamaican youths to become leaders by Vision 2030 have experienced at least 20 years of escalating crime, poor nutrition and hopelessness in the systems of government, religion and business from the failed attempts to resolve crime and low productivity. WHO says poverty leads to disabilities and disabilities leads to more poverty in a vicious cycle. Hence poor countries have more disabilities than developed countries. With 20 years of psychological suppression, Jamaica may have a higher figure than WHO 20%; say about 40%; or at least 30% if we double the 2005 UNICEF figure of 15%.
I have spoken with several special needs professionals in Jamaica and they report tragedy; e.g. the UWI and Ministry of Education (MOE) research reveals:
Jamaican youths fall out of school and require special needs support to resolve their
Students can significantly improve if we embrace diversified ways of teaching, coaching and learning
In September 2015, MOE welcomed almost 500,000 infant, primary and secondary students back to school. Hence 400,000 (80%) students require the assistance of special needs support systems. The 2014 Child Find sampled 7628 primary students of which 34% were at borderline (IQ
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 26 |
The Colonial Cancer Has Been Secretly Disabling Jamaicans
The dead bones of the Colonial Cancer are unknowingly being used like Gospel by Jamaicans born after slavery and unaware of i ts “genocidal design intentions”. The audacity of the Colonial Cancer has been interwoven in spreading both the Gospel and Education to “mentally” stop people from revolting against anyone/anything noted as superior or master. This phenomenon of servant/master is an intellectual dichotomy using rote learning to carve an inferiority/superiority complex and discriminative behavior with the punishment of hell for disobedience. Instead of God “serving” man as His sheep, both the Gospel and Education are interpreted as man “fearfully” serving God as the ultimate Colonial master in order to avoid the whip of hell; and dare not blaspheme, question or revolt against your superior leaders representing God. This Colonial culture has enforced a daily excessive repeated abuse of
Similar to
The UN has deemed slave trading and slavery as crimes against humanity; “… victims of genocide … it was and still is a most heinous crime against humanity – a stain which cannot be removed merely by the passage of time", in the words of former Jamaican Prime Minister PJ Patterson to British Prime Minister David Cameron, for avoiding to apologize for slavery and make way for reparation
India was one of the poorer countries and now one of the world’s fastest growing economies through intellectual creativity; significantly due to people’s high veggie diets. Without the remittances, Jamaica was once and still is a poor country; significantly due to people’s
The critical question is: Why have we not seen this Colonial Cancer? Are we hijacked by the Pleasure Trap of Morality? Even after Emancipation, we are being slaughtered by dead bones of the colonial culture without reparation! Like Job in the Bible, my friend expected that when she accepted the Gospel of Jesus, God would void His foundational or biological principles to make all her
An effective investment requires the full state of affairs to make informed decisions, reduce risk and maximize returns though human wellbeing. This is a call for the Diaspora, local, regional and international stakeholders to promote and develop intellectual creativity via
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 27 |
The Paradigm Shift For Disability Inclusion
Can we feasibly include people with disability access into the “survival of the fittest” mentality of mainstream society? Why were people with disabilities not included in the first place? Mainstream mentality lacks the dynamism and creativity to embrace diversity, often called imperfections. However, the little and big differences which make each individual unique communicates that “life is perfectly imperfect”. Life’s perfecti on is about people finding ways to embrace the rainbow of diversity, fashioned by our unique identities. Alternatively, is this an opportunity to foster the transformation of mainstream mentality through the rainbow of diversity and creativity promoted by special needs support systems? Definitely!
Disability Inclusion is a global effort to give people with disabilities and their caregivers the ability and rights to access information, facilities and services within mainstream society. These rights are built into local/global legislation which makes it unlawful to discriminate against people with disabilities.
Let us explore physical blindness, neural blindness and intellectual blindness to clarify disabilities:
In the Jamaica Disabilities Act of 2014, a “person with a disability” includes a person with mental, intellectual or sensory impairment (e.g. damage to the brain, neural network or normal cell growth) which hinders or limits (e.g. for over 6 months) the full and effective participation in one or more major societal activities (e.g. learning, thinking or working).
Now let us consider the state of Jamaicans with disabilities shown in the diagram below:
2% Students Access to Special Education
SEVERE LEARNING
DISABILITIES
(E.g. Autism, ADHD,
Dyslexia)
80% of Students Drop Out of School since Normal Teachers are not able |
18% Students Use |
||
|
|
|
|
to Detect, Address and Assess their Special Needs and Style of Learning |
Normal Teachers |
Psychological: Normal Learning Disability caused by genes, crime,
Physiological: Normal Learning Disability caused by genes, poor nutrition, substance abuse, injury, illness, environmental hazards (e.g. physical defect and feelings block intellectual functioning)
Students rehabilitated from severe learning disabilities and transferred to normal learning ability
ROTE BASED
EDUCATION BY
“WORDS”
ABOVE NORMAL ROTE LEARNERS (E.g. Fit, alert and conscientious)
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 28 |
This is a call for local and global communities to foster the inclusion of all groups and minimize the effects of disabilities and disenfranchised people. Example: rather than being the exception, special education must become the norm for training all teachers and students in government, religion and business. This is because the barriers to inclusion into mainstream society (run by the 20% successful) affect 80% of people disenfranchised by factors such as:
1)inability to comprehend standard communication mediums (e.g. rote based education via words)
2)low literary and
3)immobility due to impairment, injury, illness, age and rural or remote habitation
4)discrimination in relation to gender, race and culture
5)the Colonial Cancer, a culture inherited from slavery
What about governance leading the fight to demote disabilities and promote creative abilities? Yes, by regulating the society with the mighty hand of the law and the security forces to creatively ensure that people leapfrog into creative abilities through proper nutrition, fitness and Special Education.
The following diagram shows that the
100% Integration: Students excel via the Special Education Teacher and Coach, whose
SEVERE LEARNING
DISABILITIES
(E.g. Autism, ADHD,
Dyslexia)
Psychological: Normal Learning Disability caused by genes, crime,
Physiological: Normal Learning Disability caused by genes, poor nutrition, substance abuse, injury, illness, environmental hazards (e.g. physical defect and feelings block intellectual functioning)
Students rehabilitated from learning disabilities and transferred to normal learning or above normal learning ability
EDUCATION BY
“CREATIVITY”
ABOVENORMAL
CREATIVITY LEARNERS (E.g. Fit, alert and conscientious)
Neurologically, aiming for 100% Integration of learners (students, teachers, members and stakeholders) will automatically (or systemically) remove discrimination since “neurons that fire together wire together”. This especially relates to people or groups working through accountability support roles (see appendix) and organized into
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition Page: 29
REFERENCES
VISION2030 Dashboard
http://devinfolive.info/dashboard/Jamaica_vision2030/index.php Povertyand Cultural Transformation worsens and Health is off track
http://statinja.gov.jm/PressReleases/Press%20Releases/Trade/Mics%20Report.pdf STATIN/UNICEF Jamaica’s Children: 15% disability and 87% experience violence http://www.jmunion.org/news/news_item.aspx?NewsID=2019 Jamaica Union Conference of
Copy:
Ministry of Education (MOE)
Color, Class, and Politics in Jamaica, Volume 14 by Aggrey Brown, 1979 Early 1800 missionaries regulated to use Rote Learning to suppress slaves’ reasoning to revolt
WHO & World Bank, EU
http://www.who.int/disabilities/world_report/2011/accessible_en.pdf Increase from 10% to 15% forspecial needs www.who.int/disabilities/publications/other/ECDD_final_word.doc Poverty directly linked to disabilities http://www.who.int/disabilities/media/events/idpdinfo031209/en/ 20% of the poor are disabled andlittle or no support for
http://mics.unicef.org/surveys , http://data.unicef.org/countries/JAM.html UNICEF Dashboard
http://www.normandoidge.com/ Norman Doidge, M.D., is a world renowned Neuroscience researcher, Psychiatrist, Psychoanalyst and Author. http://jeffreymschwartz.com/ Dr. Jeffrey M. Schwartz is a world renowned Neuroscience researcher, Psychiatrist and Author.
http://dornsife.usc.edu/bci/ Antonio Damasio, M.D., Ph.D., is the David Dornsife Professor of Neuroscience, and Director of the Brain and Creativity Institute (USC) https://www.brucelipton.com/ Bruce H. Lipton, PhD., is an internationally recognized leader in bridging scienceand spirit, Stemcell biologist and bestselling author. http://www.nlpu.com/NewDesign/NLPU.html Robert Dilts is an international developer, author, trainer and consultant in the field of
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 30 |
This section concerns:
Path To Neural, Psychological And Spiritual Wellness
The following chapters are included:
Start By Building Your Brain’s Hardware
You The Spirit Interacting With The
Bad Feelings Driving The Jamaican ‘Crabs In A Barrel’ Mentality
The
The
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 31 |
(Rarely)
Cheese
Sweets, Beef, Milk, Processed
(Once weekly or less)
Poultry / Oils
(Twice weekly or less)
Eggs, Fish,
Whole Grains, Raw Nuts / Seeds
|
Fruits |
Beans / Legumes |
|
|
|||
|
|
|
|
Vegetables – leafy greens and rainbow ground provisions
Vegetables are high in nutrients and antioxidants, which reduce memory loss and reduce the risk of cancer. They are also rich in fiber, which helps you feel full longer and keeps your digestive tract healthy.
Fruits are rich in nutrients, especially vitamins. Fruit contains natural sugars whi ch stimulate the brain so we can think faster and recall information more quickly.
Legumes contain folate, which boosts brain power. They are also high in minerals and fiber without the saturated fat found in some animal proteins .
Eggs are rich in
Beans contain nutrients, such as B Vitamins, necessary for healthy brain and nerve cells, as well as for normal functioning of the skin, nerves and digestive system.
Oily Fish is one of the best sources of essential fatty acids like
Sweets do not contain many vitamins or minerals. So they are called "empty calorie" foods. They are to be eaten rarely.
Meats are filled with protein and have animal fats (such as DHA and EPA) are valuable for cardiovascular and brain health. They are to be eaten infrequently however.
Detox/Fasting – Science has proven that your body repairs and your brain actually grows when you fast, as the shock of fasting leads it to create new cells.
The
In summary, for “flexible” neurons and agile brain hardware eat more of your nutrients from Whole Natural Foods and
Lifestyle factors can damage your brain’s front lobes. Also “meats” tend to make your neurons tough or less elastic to adapt to new learning.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 32 |
Start By Building Your Brain's Hardware
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
Sunday |
|
|
|
|
|
|
|
|
|
Exercise |
Exercise |
Exercise |
Exercise |
Exercise |
Exercise |
Exercise |
|
(walking) |
(resistance training) |
(walking) |
(resistance training) |
(walking) |
(rest or swim) |
(rest or swim) |
|
|
|
|
|
|
|
|
|
Fast and Detox |
|||||||
Fruit Plate, |
1 Egg, Fruit Plate, |
Fruit Plate, Nuts |
Fruit Plate, Nuts, |
Fruit Plate, Nuts |
Mental & Physical |
Fruit Plate, Nuts |
|
Oats Cereal & Nuts |
Cornmeal & Nuts, |
Oats or Cornmeal, |
(Water, |
||||
Honey |
Honey |
Coconut, Bitters) |
Oats, |
||||
|
|
|
|
|
|
|
|
|
|
|
Evening |
||||
|
|
||||||
|
|
|
|
||||
|
Mixed Peas Fest |
|
Rice & Peas, |
|
Fruit Plate, Nuts |
Rice & Peas, |
|
Ground Provisions, |
Curry/Stew, |
Ground Provisions, |
Soup or |
||||
Fish, |
Seafood or |
||||||
Veggies (Callaloo) |
Ground Provisions, |
Veggie (Pak Choi), |
Ground Provisions, |
Honey, Nutrition |
|||
Raw Veggies |
Chicken or Beef, |
||||||
Broth & Noodle |
Raw Veggies |
Fried Potatoes |
Veggies (Cabbage) |
Supplement |
|||
(Lettuce) |
Veggies |
||||||
|
(Lettuce) |
|
|
|
|||
|
|
|
|
|
|
||
|
|
|
|
|
|
|
Fruits: Banana, Papaya, Orange, Mango, Naseberry, Melon, Cantaloupe, Pineapple, Apples, Soursop, Cane, Grapefruit, Lime, Water Nuts & Berries: Almond, Cashew, Peanut, Walnuts, Prune, Raisins, Cranberries, Blueburries, Pomegranate
Peas & Beans: Red, Gungo, Chick, Green, Black, Broad, Navy (baked), Gully (susumber), String
Vegetables: Callaloo, Cabbage, Bok choy (pak choi), Lettuce, Peppers, Thyme, Escallions, Ginger, Onion, Garlic, Mint, Parsley, Cucumber Ground Provisions: Yam, Green Banana, Pumpkin, Potatoes, Beets, Turnips, Chocho
Natural Sweeteners and Oils: Honey, Cod Liver Oil, Coconut, Soy, Olive, Oregano Oil Cereal and Grains: Old Fashioned Oats, Granola, Rice
Exercise: Walking, Resistance Training, Swimming, Sports, Jogging, Aerobics, Yoga
The above table is an example of a Food Calendar’s schedule of weekly meals. Aim to extract more nutrients from whole natural foods and
|
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
|
|
Page: 33 |
|||||||
You The Spirit Interacting With The |
|||||||||||
Who are |
|
Your GAME: |
|
|
|
Your GOAL: |
|
Your SUCCESS |
|||
YOU? |
|
Reality vs. Survival |
|
|
|
Wellbeing |
|
in Society |
|||
|
|
|
|
|
|
|
|
|
|
||
Do people think they are only their feelings? Yes! |
You have a narrow 10% power via the reins of |
|
|||||||||
reasoning to wisely ride to your goals. Your “horse” |
The |
||||||||||
Enslaving! Emancipate “Choice” by noting that the |
|||||||||||
|
|
|
|
|
|
Feelings do not meet society’s |
|||||
|
feeling of |
or feelings make 90% of decisions and actions via |
|||||||||
|
|
|
|
|
|
|
requirements forinnovating, |
||||
|
Can you observe that your feeling is distinct and |
habits without cognitive reasoning and empathy. |
|||||||||
|
|
|
|
|
|
|
trading and sharing via |
||||
|
greater than your thinking, reasoning or goals? |
|
|
|
You the |
|
|
||||
|
|
|
|
Your Feelings |
mutual consent or consensus. |
||||||
|
Then who is the entity observing your feelings? |
|
|
|
|||||||
|
Spirit trains to ride |
Spirit |
|||||||||
|
(90% control) |
|
|||||||||
|
Picture the observer riding a wild but trainable |
Feelings via reins |
|
|
|||||||
|
|
|
Success is not feasible via |
||||||||
|
horse called Feelings and Morality. Creativity |
of |
|
|
|
|
|
||||
|
|
|
|
|
|
|
untrained feelings. |
||||
Learning uses detox, wellness and reasoning |
logical reasoning |
|
|
|
|
||||||
|
|
|
|
|
|
|
|||||
can observe their |
to train Feelings for society’s Game Playing. |
|
|
|
Reins |
|
Train via |
||||
human capacity |
|
|
|
|
|
|
(10% control) |
||||
|
|
|
|
|
|
concrete, consistent, habitual |
|||||
|
|
|
|
|
|
|
|
|
|
||
CONSCIOUS |
|
|
|
|
|
|
|
|
|
and endless success. |
|
FEELINGS |
|
|
|
|
|
|
|
|
|||
Mind, |
|
|
|
|
|
|
|
|
|||
& Instincts, |
|
|
|
|
|
|
|
|
|||
Observer, |
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
The Feelings Equation fluctuates or |
|||||
Spirit, |
|
|
|
|
|
|
|||||
Survivalism |
|
|
|
|
|
|
|||||
|
|
|
|
|
|
||||||
|
|
|
|
|
|
|
|
high |
|
||
|
|
|
|
|
|
|
The Feelings |
|
|
||
|
|
|
Core Features of Feelings |
|
|
|
|
|
|||
Your permission or consent is not |
required. |
|
|
|
|
||||||
1. Pilots survival via opportunistic |
|
|
norm |
|
|||||||
Feelings use sensory signs, puzzles, |
hints and |
Care, hunger, hunt, kill, |
|
||||||||
cues (e.g. hear, smell, taste, sight, |
touch, etc.) |
consumption of Pleasure with |
feed & recycle to care. |
|
|
||||||
an addictive |
low |
|
|||||||||
to interact & resolve environmental |
challenges |
Use pain/punishment |
|
||||||||
|
|
|
|
||||||||
|
|
|
2. Conservation of Energy (lazy) |
to Divide and Conquer |
* “Feelings” hunt pleasure to defend |
||||||
|
|
|
|
|
|
pleasure or euphoria |
|||||
Environment (i.e. repetition) behavior |
3. Pain Avoidance (fight or flee) |
|
survival and reward the fear of death. |
||||||||
capabilitybeliefsvaluesidentitypurpose |
from food, sex & drugs |
* Feelings can only consume to |
|
maintain survival and reproduction. |
|
Good or bad nutritional support (food, sex, drug, play, etc.) generates normal or abnormal feelings respectively. |
* Feelings are in no way designed to |
|
be creative or innovative. |
||
However, abnormal feelings hinder learning and adaptation, but normal feelings foster intellectual creativity. |
||
|
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 34 |
Bad Feelings Driving The Jamaican "Crabs In A Barrel" Mentality
No support for success! Supporting failures and misfortunes only! Systemically managed by people’s pack instincts
Persons struggling to climb out and stay successful against the harsh rejection of former supporters’ detached feelings
“Bad Feelings” are our barrel’s treasures!
No reasoning required! Climb out
Fall
back
People sympathizing and supporting each other to stay at the “bottom” via attached bad feelings
Example:
The Lower Class
At the BOTTOM of the Barrel:
a)People bond by emphasizing the bad feelings around sad news and dramas of fear
b)There is team play, unity and comfort for bad feelings at the Bottom of the barrel
c)Lots of emotional sharing with hugs, kisses, prayers, counseling and help
d)People not “participating” in logical reasoning, creativity or innovations
e)People using luck, miracles, believism and laziness to rival for consumption
f)You are ignored orevicted for lack of bad feelings, sad news or dramas of fear
Example:
The Middle Class
At the TOP of the Barrel:
a)Can be a lonely place without former supporters
b)Creativity and innovation is critical to survive
c)No more wishes/prayers from former supporters
d)Increasing enemies and domestic issues
e)Beggars pose as informant supporters
f)Guilt trip from the detachment of feelings
g)Former supporters demand royalties
h)Litigation from former supporters
i)Seeking new supporters where possible
j)May return to bottom with former supporters
Why pray for Usain Bolt who already has millions of dollars?
A colleague told me that she left her previous family church due to the following summarized reasons:
a)People supported and prayed for her success at the secondary school exams
b)After passing her exams, people stop supporting and praying for her continued growth and development
c)People harassed her to get money as royalty payment for their prior efforts of praying for her
d)She felt guilty for not having sad stories of misfortune to socialize with the sympathizing crabs of bad feelings
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 35 |
The
The model of Morality uses arbitrary cultural beliefs, words and language to assume that: 1.) Human actions are 100%
Contrary to Morality, thinking or reasoning does not directly drive actions except for the 10% front brain used to provide logical training where possible. Feelings, habits and rote learning directly drive
Research shows that: 1.) Human actions are 90% driven by feelings which work without reasoning. In retrospect, people are 90% using “rote talking” to fake
By attaching feelings to intangible words and reasons, the body begins to treat words as the real predators or pleasure targets to divide and conquer. This enforces the model of Morality to promote static reasons or laws to the death, even in the face of an evolving and changing reality. Can one event in reality be changed to fit several arbitrary static reasons? Are reasons infallible and complete expressions attempting to explain reality? Do arbitrary reasons magically cause reality? Does reality
Morality’s failure to enforce 100% certainty by words creates “social fear”, a delusion used to bandage the gap of uncertainty when human words or reasoning contradict their physical actions. Should people be struggling to achieve their “reasoned" goals? Do people resort to
Also, the model of Morality performs execution by duality. Hence, people’s listening, thinking, acting and possibilities are limited to the number 2: i.e. like and dislike, life and death, right and wrong, reward and punishment, good and evil, or black and white. However, there are several diverse colors in the rainbow; so instead of eating for likes or dislikes, practice to eat healthy and appropriately give your body the required rainbow of nutrients.
Without cognitive brain development, people living by the morality code are limited to survive by reaping and consuming without (re)planting a seed like hunters do in the jungle. Social fear is used as punishment to divide and conquer materialistic rewards including money, food, sex and drugs without mutual consent in violation of the basic human rights of others.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 36 |
The
a.If you let your dog drive your car, it is bound to crash. Can dogs pass society’s driving test?
b.Likewise: If you use your Feelings to direct your social Life, then you are bound to Fail
c.If you use your Feelings to Listen to people, you are bound to Discriminate
d.If you use your Feelings to Reason, then you are bound to have Fear
e.If you use your Feelings to Respond or act, you are bound to Violence
f.If you use your Feelings to Love, then you are bound to Hate
g.If you use your Feelings to do Work, then you are bound to Poverty
h.If you use your Feelings to set Goals, make Decisions, build Relationships and worship God, then you are bound to Stress, Sickness, Depression, Strokes, Disabilities and premature Death
It is said that knowledge is power. But have you ever “known” the right direction to go or the right decision to make, but find it very hard to accomplish? Yes, Feelings block learning! Is it hard to act contrary to your feeling? Definitely requires practicing!
i.“Feelings”is power to literally move your body parts – hands, feet, eyes, ears, mouth, etc.
j.“Feelings”is power to move you without regard for your thoughts or knowledge of the right direction or decision
k.Can you do the right thing if it feels wrong? Can you do the wrong thing if it feels right? Definitely!
l.So how do you evaluate and then decide if and when to follow or disregard your feelings?
Let us scope the wisdom of feelings:
a.Is something always right because it feels good? No!
b.Is something always wrong because it feels bad? Definitely Not!
c.Alcohol is bad for my health, yet it makes me feel good and free
d.Fasting is good to detoxify my health, yet it makes me feel bad and hungry
e.It can feel good to cheat on your commitments, and then feel bad you did it
f.Feelings will make you feel bad to let go of something or someone that is bad for you
g.So feelings are sometimes confusingly
h.So, Feelings do not have infinite or endless wisdom; and feelings are not always right
i.Have you ever disliked someone you met for the first time or know nothing about; simply acting before thinking?
j.Feelings can make you suicidal, so be responsible and seek an accountability support team
k.Similar to the fight against alcohol abuse and overuse, this is a call to stop feelings abuse and overuse
l.Instead of using feelings, what are the alternative means of resolving challenges?
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 37 |
This section concerns:
Securing Endless Success Via Creativity Learning
The following chapters are included:
The Creativity Process
Creativity Learning
Bloom’s Taxonomy Shapes The Creativity Jobs Of Vision 2030
Creativity Learning Promotes Neuro Metamorphic Reasoning
Applying Creativity Learning via The
Global Brain Projects Reshaping Government, Religion and Business
To “Have” Love Is To Consume – To “Be” Love Is Creativity
A Human Lifecycle Staging To Engineer Creativity
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 38 |
The Creativity Process
Instead of the Jungle, people decide to live together and share in a society. In this global society people utilize a system of goal achievement to innovate, resolve challenges and maintain stability. How do you resolve your challenges and goals?
YOU
Discover Your
Design Capacity
What resources or skills do you have?
Example: how many legs do you have to run a race?
•Zero Leg
•One Leg
•Two Legs
What do you need to achieve the goal successfully?
•Crutches
•Wheel Chair
•Prosthetic Legs
Oscar Pistorius
Leg disability or Ability?
GAME: TO RUN A RACE
Discover Game Design
and Your Potentiality
Discover the Challenges and Rules of the game and your agility and flexibility to adapt, overcome and excel
•Two legs required for best results
•Is it a life or death situation?
•Is it
competing with other humans in a society?
Usain Bolt
Height disadvantage or Legend?
GOAL SUCCESS
Invent Game
Support Tools
Use your “research skills” to create several inventions to maximize your potential of achieving the goal. Plan your
Actively “Being” vs.
Passively Achieving Your Goals
Use leg extensions as a means to propel and achieve targets. Monitor navigation, progress and performance indicators.
Proceed via storm to conform like a baby learning to walk.
Invent leg extensions |
Fulfillment |
|
Celebrate |
||
as a toolset to enable |
||
Inspire |
||
you to achieve the goal |
||
What Next? |
||
|
If goals were easy to achieve then why do we have societies with only 20% people at the top? Why are 80% of people struggling to make survival?
Does research show that at least 90% of our decisions are made by instincts and feelings?
Goal: Let us use Creativity Learning to resolve this challenge. Hint: Many times since 1973, Denmark has been nominated as one of the happiest successful countries in the world with respect to social progress and economic growth.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 39 |
Creativity Learning
|
|
|
|
THE CHALLENGE |
“Untrained Thoughts” are socially flawed |
|||
The Primitive |
|
|
|
Orchestrating our |
mechanized by Feelings (no thinking) |
|||
|
|
|
society and goals via the |
|||||
and Default |
|
|
|
changes are 90% Crab resistant via feelings of no reasoning |
||||
|
|
|
words and language of |
|||||
learning style |
An “art form” promoting |
|
Untrained Feelings enroll |
|||||
|
Thoughts |
|||||||
and lifestyle: |
untrained illogical thinking; |
|
unhealthy brain is like trying to train a drunken or delusional person. |
|||||
“triggered” by |
A pleasure trapped culture |
|
|
|
|
|
||
feelings culture |
masked by |
A “Design” is a Structured Thought Model of how things work; hence it can be used to |
||||||
|
||||||||
|
|
|
|
|||||
FAILED APPROACH |
|
|
|
provide accountability support to socially train Thoughts and Feelings |
||||
WHAT |
|
|
|
|
||||
|
|
|
|
|
|
|||
The Rote of Morality: |
|
Creativity is defined/structured, |
SOLUTION META MODELS |
|||||
|
|
|
|
|
||||
Vegetating via the |
Diversely research and abstract logics; |
not wild thoughts/brainstorming |
The Society of Critical Thinking |
|||||
chances of Reality |
|
then design, test and model socially |
|
EOT* is used to validate the |
(SCT**) established the |
|||
|
|
|
functional behaviors and innovations |
|
Elements of Thought (EOT*) |
|||
Poor health; Untrained |
|
|
|
|||||
|
|
|
|
parts of a complete design |
Blooms, Piaget, Waterfall, |
|||
Feelings; Arbitrary words |
|
|
|
|
|
|||
|
|
|
|
|
Socrates, Solo, Einstein, |
|||
thoughts and beliefs in |
Nurture and train Feelings: the hardware for our Thinking software |
|||||||
Pyramids: Dilts/Learning/Food |
||||||||
wishes, prayers, dreams, |
|
|
|
|
|
|||
HOW |
|
|
|
|
||||
|
|
|
|
|
|
|||
miracles, horoscope, luck |
|
Detox then Health (90%, no thinking) |
|
EOT*: We design with a purpose or goal, within a context or |
||||
and blind hope without |
|
|
|
|
||||
|
then Games Training (10%, reasoning) |
viewpoint, based on foundational assumptions, and leading |
||||||
working creatively has |
|
|||||||
|
via Empathy, Abstraction, Systemic Accountability |
|
to implications and consequences. We use concepts, ideas, |
|||||
|
|
|
|
|||||
5% to 20% Social Viability. |
|
|
|
|
||||
Develop health and |
theories and “society’s virtues” to interpret data, facts, |
|||||||
|
|
|||||||
Is this Survival of the Fittest: |
|
Train designed logics into Concrete Flesh, |
information, and experiences; and make inferences in |
|||||
|
|
|
|
|
|
|||
a “dog eat dog” society? |
|
like a baby practicing and learning to walk |
order to resolve questions, problems, issues and challenges. |
|||||
|
|
|
|
|
|
People limited to “feelings” cannot act for or against authority and reasoning. They are entrapped as "followers" of
Creativity Learning is defined and concrete (not blind hope):
RESULT
Endless Success
Listen, Think and Act with Biological Consistency in Executing Intellectual Goals
Using
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 40 |
Bloom‟s Taxonomy Shapes The Creativity Jobs Of Vision 2030
Can you teach a car? No. Likewise both the Learning Pyramid and Neuroscience tell us that by design the machinery of a healthy brain will automatically use challenges as a catalyst to learn. Do you blame the car when it malfunctions due to bad petrol? Then why are we blaming the brain (i.e. people) for neural disabilities (i.e. poor reasoning or evil thoughts) which are 90% due to excessive colonial flogging, rote learning and poor nutrition? On the matter of Disability Inclusion: Jamaica’s growing disabled are youths seeking the capabilities to be included in the Creativity Jobs of Vision 2030.
This diagram depicts that the Cognitive Domain defines Creativity Jobs: Learning to Learn = Learning to Think + Thinking to Learn
Know, recall, match, |
Demonstrate, construct, |
list, retrieve, name, |
use, execute, operate, |
recognize, identify, |
Implement, compute, |
locate, find, describe |
solve, modify, discover |
1. Remember |
3. Apply |
Passive: Instinctual Learning (90% control/power)
Appraise, check, defend, judge, justify, critique, experiment, hypothesize, detect, test, compare
5. Evaluate
Participatory: Creativity Learning (10% control/power)
Revised in 1999 by Prof. Lorin Anderson (former student of Benjamin Bloom)
Lower Order Thinking |
| |
Higher Order Thinking |
| |
||
|
Learning to Think, experiment and research patterns |
|
|
Thinking to Learn, adapt and resolve challenges |
|
|
Jobs are increasingly done by Artificial Intelligence (Google) |
|
|
Jobs require |
|
2. Understand |
4. Analyze |
6. Creativity Jobs |
Explain, define, interpret, |
Question, differentiate, |
Devise, design, revise, |
summarize, generalize, |
illustrate, correlate, |
compose, plan, build, |
convert, classify, rewrite, |
research, disassemble, |
develop, reconstruct, |
exemplify, translate |
compare, deconstruct |
produce, generate |
The machinery of the brain
The mastery of “learning how to think” naturally leads to playing the game of achieving societal goals, which requires “thinking how to use learning” to adapt and resolve challenges. Danish Example: kids 6 to 16 years get mandatory primary to secondary education; then optional vocation/trade school or university; then mandatory military service at age 18 to 27 years for 4 months. https://en.wikipedia.org/wiki/Military_service#Denmark
http://www.endcorporalpunishment.org/assets/pdfs/states
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition Page: 41
Creativity Learning Promotes Neuro Metamorphic Reasoning
|
If you dare to |
|
|
||||||||||||||
unleash creativity |
|
|
|||||||||||||||
|
|
|
|
|
Your |
Systemic |
Adapt: Fear |
Grief |
Remorse |
Accept |
|||||||
|
“investigate” |
|
|
|
|||||||||||||
|
|
|
|
Team |
Reality You |
Learn: Form |
Storm Norm Conform |
||||||||||
how to start and |
LEARNING AND ADAPTATION |
|
|
|
|
|
|
||||||||||
|
|
|
|
|
|
|
|
|
|
|
|||||||
utilize this model |
|
LIFECYCLE STAGES |
|
|
|
|
|
|
|
|
|
|
|
||||
|
|
|
|
|
|
|
|
|
|
|
|
||||||
|
|
|
|
|
PURPOSE |
|
|
|
|
|
|||||||
|
|
|
|
|
|
Start |
|
|
|
Go to |
|||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||
|
SOLO TASK |
|
|
|
|
|
|
|
|
|
|
|
|||||
|
STRUCTURE |
|
|
|
|
New |
|
|
|
|
|
|
|
Next |
|||
|
|
|
|
|
Goal |
Steep, curving and 10% narrow road |
|
|
Goal |
||||||||
|
|
|
|
|
|
|
|
||||||||||
|
|
|
|
|
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
BLOOM’S TAXONOMY |
|
|
|
|
|
|
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
Integrated Matrix |
|
|
|||||||||||||||
|
Remember |
Understand |
|
|
|
|
Analyze |
Evaluate |
Create |
|
|||||||
|
|
|
|
Apply |
|
||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
** PIAGET- |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
WATERFALL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Constructivist |
|
|
Investigate |
Analyze |
|
Model |
Test |
|
Resolve |
Maintain |
||||||
|
EXECUTION |
|
|
|
|
Feedback and |
|||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||
|
STRATEGY |
|
|
|
|
|
|
|
|
|
|
|
|
|
Evolve Process |
||
|
|
|
|
|
Facts and |
Concepts and |
|
Procedures and |
Associate and |
||||||||
|
|
|
|
|
|
||||||||||||
|
KNOWLEDGE |
|
|
|
|||||||||||||
|
|
|
Experiences |
Principles: |
|
Principles: |
Collaborate |
||||||||||
|
ABSTRACTION |
|
|
|
|||||||||||||
|
|
|
|
Question of What? Question of How? |
What & How |
and Leverage |
|
|
|||||||||
|
LEVELS |
|
|
|
|
|
|||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
SOCRATES |
|
|
|
|
|
|
|
|
|
Facts and Myths |
Game Strategy |
Foundation |
Convergence |
Divergence |
|||
Creativity |
|
|||||||
|
about a point |
of a point |
of a point |
to a point |
from a point |
about a point |
these questions |
|
QUESTIONING |
|
|||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
**
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 42 |
Applying Creativity Learning via The
The “learn to learn” campaign of
to concretely guide teachers, examiners and learners (refer to: http://www.braintargetedteaching.org/ ,
Lesson plans focus on what teachers should teach, and exams ask what did students really learn; but if learning is the goal we can discover how students best learn to guide teachers, examiners and students about what can be effectively learnt throughout the lifecycle phases of learning. Creativity
Learning promotes being
Similarly, teaching, assessing and learning will produce best results when done in accordance with how the brain is designed to function and learn. Essentially, this principle must be applied across the functional areas of life wherever learning occurs e.g. school, work, play, home, church and leisure. The holistic approach of the
1.Set Emotional Climate
2.Set Physical Environment
3.Use Brain’s Workflow
4.Use Brain’s Mastery
5.Lifelong Development
6.Evaluate to Grow
Dr. Mariale M. Hardiman Ed.D., author of The
For a doctoral research study conducted at Johnson & Wales University, Dr. Peter Bertucci (2006) conducted a
Findings: Using the
Poorer children show deficits in “executive functioning” compared to affluent peers, i.e. working memory, IQ,
Neuroscience shows that nutrition and fitness have enormous influence on learning.
The Graph depicts Maryland School Assessment Scores for Advanced Level of
Reading for Students Receiving Free and Reduced Price Meals: Scores for State,
Control School, and Study Site (using the
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 43 |
Global Brain Projects Reshaping Government, Religion and Business
Human society is in the process of making a seismic jump from the black/white of “morality” to the diversified rainbow of “creativity”. Similar to the momentous jump from caveman to
To Jamaicans, this compares to using cellular phones to leapfrog from third to first world technological “know how". Every grassroots in Jamaica knows how to use the first world technologies provided by cellular phones. Yes, the GBP represents a pathway to leapfrog from poverty, suppression and crime to the frontier of liberty, choice, creativity and innovation. Jamaica’s leaders of government, religion and business can proactively utilize the information, analysis and technologies resulting from the GBP to bolster Jamaicans participating at the “frontier” of the global marketplace, hence making Jamaica a first world country of choice to live, raise families and do business by Vision 2030.
Humans are seeking resolution to
On the matter of brain health: both at the beginning and end of the GBP, the biological network of the diseased brain will still require medical treatment and/or nutrition to restore wellness and once again become fully functional to take on society’s challenges of government, religion and business. This further substantiates the call to provide nutrition, fitness and brain stimulating programmes as requirement foreffective participation in society.
REFERENCES TO GLOBAL BRAIN PROJECTS
https://www.humanbrainproject.eu The Human Brain Project (EU/UK), http://braininitiative.nih.gov The BRAIN Initiative (USA),
http://www.brainnetome.org/en Brainnetome (China), http://braincanada.ca/ Brain Canada (Canada), http://israelbrain.org/ Israel Brain Technologies (Israel), http://brainminds.jp/en Brain Mapping by Integrated Neurotechnologies for Disease Studies (Brain/MINDS) (Japan)
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 44 |
To “Have” Love Is To Consume – To “Be” Love Is Creativity
To be the change you want to see in the world, requires taking on the role of “being” Love. Like the wind supporting the wings of a bird, Love is not something to “have”; the role of Love is meaningful only while an “action” is being done, e.g. flying. Love creatively researches, analyzes and learns to support the workability of the ecosystem of all life, beyond the limiting scope of one action (e.g. flying) which can be judged as right or wrong relatively. Contrary to the delusion that a person can passively have and consume Love, Love actively plays, innovates and contributes to the ecosystem of all life.
One Goal of Building a House
Two persons with one common goal
1.Develop blueprint
2.Build foundation
3. |
Build walls and windows |
|||||||||||||||||||
4. |
Add fixtures, fittings and painting |
Role of Boss / Manager |
||||||||||||||||||
Role of Worker / Employee |
||||||||||||||||||||
5. |
Landscaping and gardening |
1. |
Speaks different dialect from |
|||||||||||||||||
1. |
Speaks different dialect from |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Gives instructions to do work |
|||
2. |
Follows instructions to do work |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3. |
Get substitute and help remedy worker challenges |
|||
3. |
Cannot attend work due to social challenges |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4. |
Cannot Pay Bills or Bankrupt |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||
4. |
Sick and needs backup |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
5. |
Need more work to be done |
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||
5. |
Needs more salary |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
6. |
Does not have enough workers |
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
7. |
Require greater skill and performance |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
8. |
Sick and needs backup |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
9. |
Need more earnings |
Love is being the negotiator, translator, referee and coach among persons aiming to achieve the one goal of living life Role of Being Love is meaningless when there is no translating or negotiating within the evolving ecosystem of life
a)Life is a game of creativity where ecosystem challenges automatically arise from persisting changes in Reality
b)People can think/say the wrong thing but act correctly. Actions are critical to a functional society
c)People can think/say the right thing but act incorrectly. Thinking can drive actions with training
d)Use accountability support systems to audit then manage integrity and breakdowns
e)Research the design limits of life and pursue realistic goals. Foster a
1.Negotiate and resolve problems within the scope that two persons have one house goal
2.Translates resolution to each person’s culture and dialect with the appropriate tones, words and attitude
3.To resolve financing issues can we get a loan or find a new owner to buy house?
4.Can house earn more rental or sale value? What is the market rate?
5.For skills and performance issues: Are project targets and timelines achieved or achievable and within budget?
6.Are skills available in close proximity? What are their lifestyles? What is the market rate?
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 45 |
A Human Lifecycle Staging To Engineer Creativity
|
|
Skills Development |
Mental & Physical = |
Creativity Research |
|
Categorized |
Instinctual |
Societal "Training" |
Spiritual & Neuro- |
and |
|
Stages |
Survivalism |
Psychological |
|||
|
|
|
|
|
|
Who |
Babies to Teens |
Teens to |
Adults to Elders |
||
to Adults |
|||||
|
|
|
|
||
|
|
|
|
|
|
|
Navigate by |
Navigate by empathy |
Exploring and |
Contributing to the |
|
|
and integrity to result |
navigating by logical |
world being run by |
||
What |
feelings |
||||
in goal consistency and |
reasoning versus |
reasoning, innovating |
|||
|
(Food, sex, drugs) |
||||
|
|
societal virtues/skills |
Instincts |
and competing games |
|
|
|
|
|
|
|
|
Parental hand |
Social clubs, secondary |
|
Gurus, wizards, |
|
|
holding, home |
Business, projects, |
|||
|
schools, universities |
doctorates, fellows, |
|||
How |
training, playing, |
universities, chartered |
|||
churches, community |
grandmasters, |
||||
|
kindergarten and |
schools, mastery skills |
|||
|
projects and games |
philanthropists |
|||
|
primary school |
|
|||
|
|
|
|
||
|
|
|
|
|
|
|
Survival, health, |
Explore integrating the |
Work and develop |
Create, innovate, |
|
Goal |
instincts and the |
technical skills to |
explore, contribute |
||
wellness |
|||||
|
society |
innovate society |
to global humanity |
||
|
|
||||
|
|
|
|
|
|
|
Food pyramid: |
Exercising/Fitness |
Do new languages, |
The brain is designed |
|
|
(40% veggies, |
to analyze and auto |
|||
|
develops neurons and |
courses or games to |
|||
Require |
30% fruits, 20% |
maximize the actions |
|||
15% longevity: |
utilize neurons: |
||||
|
legumes, 10% non- |
you do or experience |
|||
|
swimming is important |
"use it or lose it" |
|||
|
dairy and fish) |
|
|
||
|
|
|
|
|
Life is a Game, have fun!
The World is structured by knowledge and educational building blocks: Changes are constant hence we must research and quickly reeducate to keep pace with the changes
We need more people gaining research skills and developing facts about our universe and innovating for society
Demote default morality thinking or operant learning in order to foster critical thinking and creativity
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 46 |
This section concerns:
Advocacy, Awareness, Funding And Implementation
The following chapters are included:
Press Release
Action Plan For Stakeholders & Supporters Of Creativity Learning
APPENDIX Showcasing Tools To Bolster Creativity Learning
APPENDIX 1: Human Beings Playing The Game Of Virtual Reality
APPENDIX 2: Purpose Uses A Central Vision To Execute Goals
APPENDIX 3: Purpose Triangulates Workability Via Accountability Roles
APPENDIX 4: Purpose Reigns Via The Integrity Check Quadrant
APPENDIX 5: Purpose Driven Projects Of Problem Based Learning
APPENDIX 6: The 14
APPENDIX 7: Are Words And Reasons Chasing To Know Reality?
Thank You For Supporting Human Progress And Creativity
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 47 |
Press Release
COCK MOUTH KILL COCK OVER REPARATION!!
There is no need to agree or disagree with this act of sharing Love. This information may help you or someone else.
What about our dream and legacy of unleashing the greatest Lightning Bolt of human potential for all Jamaicans? Did you know that 90% of human success concerns nutritional support?
Yes, reparation over slaves leading slaves by beating slaves as villains and victims of genocide? Colonial masters gave their slaves the Bible as a “soother” substitute to replace the slaves’ natural God given response of revolting against maltreatment. “Slaves, obey your earthly masters … as you would obey
Christ.”
Bruce Lipton, Norman Doidge and other researchers show that 90% of behavior is driven by nutritional support of the instincts, feelings or subconscious.
So, God created a 90% guarantee for the body to “uncontrollably revolt” into poverty, disease, crime, low productivity and destructive lifestyles whenever it lacks nutrition, fitness and intellectually stimulating training. Maybe Eden’s forbidden fruit triggered poor health and neural malfunction.
Are leaders taking money and power by providing the church, police, business and politics as “soother” substitutes to replace needed nutritional support? And more so to “sentence” people when their bodies “uncontrollably revolt” into decay? Is Vision 2030 possible when slaves are beating slaves due to lack of nutrition, like blind leading blind as villains and victims of colonial genocide? If leaders are victims of colonial rote learning, and lack critical thinking due to poor nutrition, then the modern tools of government, religion and business will prolong the colonial culture of genocide murdering 100 per month. Are leaders unintentionally using the wrong tools which produce genocide? Should victimized families request reparation; or will the colonial substitutes “soothe” the beatings of depression, no jobs and poor nutrition?
To avoid death, the unhealthy brain is entrapped fixing biological damages associated with its escalating bad habits, while using feelings of fear to hinder
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 48 |
FLOGGING VERSUS COACHING THE BRAIN
There is no need to agree or disagree with this act of sharing Love. This information may help you or someone else.
Has the Colonial Culture tricked Jamaicans to ignore the natural God given signs, puzzles and cues of reality in exchange for delusional beliefs and words hijacking our sweet feelings of conserving energy (laziness), pursuing pleasure and avoiding pain? Faith without works is dead! Are people culturally flogging the brain to live contrary to how God designed life to work, then quarrel with God for not fixing the collapse? Unfortunately!
The brain is preloaded with sophisticated models used to capture the body’s activities and utilize this information to retire and develop habits aimed at maximizing performance. So, the brain is already educated with mathematics, language, arts, sciences and management used to regulate the functioning of the body. Hence, instead of flogging the brain, the role of education should promote nutrition, fitness and stimulating programs to develop consciousness (self management) and utilize the brain’s preloaded knowledge base to creatively resolve challenges.
Jamaicans have been hijacked to ignore God’s design of reality, and instead use delusional beliefs to set unrealistic goals. Can you hear the voices of leaders prophesying? Jamaica No Problem! Educate To Eradicate! Jesus Will Set You Free! Unite For Change! We Put People First! Save Our Children! Include People With Disabilities! Emancipate Yourself From Mental Slavery! The truth is, there have been more schools, more churches and more police stations; yet the
Can you hear the frustration of disappointed youths? Stop those lies! Nonsense! A promise is a comfort to a fool! For decades youths have seen parents, teachers and leaders of government, religion and business pretentiously use nice words to promise an unrealistic future. Yes, the escalating evidence of psychological suppression and hopelessness in leaders faking leadership cannot go unnoticed. The truth is, without nutritional support modern education delusionally uses rote learning to flog the brain beyond its disabled capacity. Yes, training an unheal thy brain is like trying to train a drunken or delusional person; hence the call for nutritional support systems for the youths.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 49 |
DISABILITY INCLUSION: A MOST PROFOUND LEGISLATION
There is no need to agree or disagree with this act of sharing Love. This information may help you or someone else.
Do people with disabilities often compensate their lives by developing other abilities above the norm? Yes. However, these above normal abilities are often excluded from employment due to social barriers. Hence, Disability Inclusion is a global effort to give people with disabilities the legal rights to participate in mainstream society.
Have you considered that many Jamaican youths (of say 25 years) have never experienced a season of peace throughout their l ifetime? Hence Vision 2030 is doomed to be led by matured psychologically suppressed youths/leaders having no clue of liberty, choice or creativity. By the Disability Act, these youths/leaders cannot be legally held accountable for failures or targets missed, because they cannot act beyond their hidden disabilities.
The Jamaica Disabilities Act of 2014 is a profound piece of legislation. Many prisoners can be released by this Act. Many forms of maltreatments among citizens will become not punishable but require remedial treatment. Yes, by 2030 the global
How can we avoid legal reciprocation/deadlock for utilizing people with disabilities in the wrong capacity; especially for
In the Disabilities Act, a “person with a disability” includes a person with mental, intellectual or sensory impairment (e.g. damage to the brain, neural network or normal cell growth) which hinders or limits (e.g. for over 6 months) the full and effective participation in one or more major societal activities (e.g. learning, thinking or working).
Let us explore physical blindness, neural blindness and intellectual blindness to clarify disabilities.
The World Health Organization says the poor are vulnerable and entrapped in a vicious cycle where disability leads to greater poverty and endlessly more disabilities. So, what about governance leading the fight to demote disabilities and promote creative abilities? Government, religion and business should creatively ensure that citizens do not automatically disintegrate into disability from the lack of proper nutrition, fitness and brain stimulating training.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 50 |
Action Plan For Stakeholders & Supporters Of Creativity Learning
To develop and implement successful programmes for Creativity Learning (CL), inclusive of
RECOMMENDATIONS TO EFFECTIVELY SUPPORT CREATIVITY LEARNING PROGRAMMES
1.CL to be deployed into all mainstream policies, standards, laws, systems and services
Audit, identify and remove gaps and barriers to allow people with CL issues to access and participate in mainstream programmes and services.
2.Invest in specific programmes and services for people requiring CL
Provide professional services and opportunities to enable people to effectively participate in economic, social, cultural and community activities.
3.Adopt a national CL strategy and plan of action in line with regional and global standards
Develop, implement and monitor a consolidated and comprehensive
4.Involve people requiring and utilizing CL in the process and programmes of development
Embrace the personal needs, experiences and recommendations of the targeted beneficiaries of development programmes and services.
5.Remove cultural barriers and improve human psychological capacity
Reshape the attitudes of support providers and stakeholders to ensure
6.Provide adequate funding and improve affordability for people requiring CL
Take measures to provide adequate and sustainable funding to ensure that quality programmes and services reach all targeted beneficiaries.
7.Use media to increase public awareness and advocacy about CL and related issues
Promote mutual respect and understanding among stakeholders, communities and individuals to develop an inclusive and creative society.
8.Improve data collection and statistics about people requiring and utilizing CL
Develop and implement
9.Strengthen and support research about issues relating to CL
Develop and implement research programmes to improve public understanding, policies, CL programmes and the allocation of resources.
Refer to WHO Recommendations: http://www.who.int/disabilities/world_report/2011/chapter9.pdf
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 51 |
The following represents a translation of the above CL recommendations into participants and actions to resolve CL issues and achieve CL goals:
PARTICIPANTS AND ACTION PLANS TO EFFECTIVELY SUPPORT CREATIVITY LEARNING PROGRAMMES
1.Governments can: Compare local and global best practices, review and revise existing legislation and policies, build public awareness and knowledge, implement data collection, allocate public funding, audit, identify and remove gaps and barriers, set learning standards and monitor and enforce compliance. Promote and capture volunteerism and societal contributions by introducing a renewable Society Credit Score system (**), similar to a grade point average or bank credit score. Systemically, the Society Credit Score should neurologically remind people of the critical factors to maintain societal viability and proficiency, instead of the current tradition of using the limited scope of wealth, accolades or popularity.
2.United Nations agencies and development organizations can: Provide developmental aid, exchange information and coordinate actions, help to build learning capacity and strengthen policies, do research and publish statistics.
3.CL organizations can: Promote advocacy, awareness of rights, and mainstream inclusion; lobby stakeholders and decision makers; evaluate and monitor support services; promote and collaborate research among stakeholders; audit, identify and remove gaps and barriers. Setup Ombudsman accountability support centers to train, report, research, register and resolve possible CL issues including
4.Service providers can: Audit, identify and remove gaps and barriers; provide quality customer support; include target groups in the development process; provide case based service; advocate for client rights; provide technical and administrative support.
5.Academic institutions can: Provide professional and informed courses; audit, identify and remove gaps and barriers; provide and collaborate research with stakeholders.
6.The private sector can: Promote diversity and mainstream inclusion; provide equitable employment and accommodation; audit, identify and remove gaps and barriers; provide quality and affordable goods and services; ensure that policies and procedures promote accessibility by target groups.
7.Communities, Churches and Clubs can: Challenge and improve beliefs and attitudes of members, customers and stakeholders; protect the rights of target groups; foster inclusion and participation; ensure accessibility by target groups; provide security against violence and discrimination. Support
8.People with issues relating to CL and their families can: Advocate and support the development and rights of other people and families; participate in awareness campaigns; lobby stakeholders to influence policy, service and research projects.
** Balanced Scorecard is a
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 52 |
DETAILING THE RECOMMENDATIONS FOR SUCCESSFUL CREATIVITY LEARNING PROGRAMMES
Recommendation 1: CL to be deployedinto all mainstream policies, standards, laws, systems and services
People with issues relating to CL have ordinary needs - for health and
Recommendation 2: Invest in specific programmes and services for people requiring CL
In addition to mainstream services, some people with issues relating to CL may require access to specific measures, such as support services, or training. A range of
Recommendation 3: Adopt a national CL strategy and plan of action in line with regional and global standards
While CL should be a part of all development strategies and action plans, it is also recommended that a national CL strategy and plan of action be adopted. A national CL strategy sets out a consolidated and comprehensive
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 53 |
Recommendation 4: Involve people requiring and utilizing CL in the processes of the programmes
People with issues relating to CL often have unique insights about their issues and their situation. In formulating and imple menting policies, laws, and services, people with CL issues should be consulted and actively involved. People's organizations may need
Recommendation 5: Remove cultural barriers and Improve human
The attitudes and knowledge of people working in, for example, education, health care, rehabilitation, social protection, labor, law enforcement, and the media are particularly important for ensuring
Recommendation 6: Provide adequate funding and improve affordability for people requiring CL
Services are needed to ensure that they reach all targeted beneficiaries and that good quality services are provided. Contracting out service provision, fostering
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 54 |
Recommendation 7: Use media to increase public awareness and advocacy about CL and related issues
Mutual respect and understanding contribute to an inclusive and creative society. Therefore it is vital to improve public understanding of CL issues, confront negative perceptions, and represent CL issues fairly. For example, education authorities should ensure that schools are creative, inclusive and have an ethos of valuing diversity and creativity. Employers should be encouraged to accept their responsibilities towards staff with CL issues. Collecting information on knowledge, beliefs and attitudes about CL issues can help identify gaps in public understanding that can be bridged through education and public information. Governments, voluntary organizations, and professional associations should consider running CL marketing campaigns similar to that of changing attitudes on stigmatized issues such as HIV, mental illness, and leprosy. Involving the media is vital to the success of these campaigns and to ensuring the dissemination of positive stories about persons with CL issues and their families.
Recommendation 8: Improve data collection and statistics about people requiring and utilizing CL
Internationally, methodologies for collecting data on people with CL issues need to be developed, tested
Recommendation 9: Strengthen and support research about issues relating to CL
Research is essential for increasing public understanding about CL issues, informing CL policy and programmes, and efficiently allocating resources. This Report recommends several areas for research on CL including:
the impact of environmental factors (policies, physical environment, attitudes) on CL and how to measure it
the quality of life and
barriers to mainstream and specific services, and what works in overcoming them in different contexts
accessibility and universal design programmes appropriate for
the interactions among environmental factors, health conditions and CL issues; and between CL issues and poverty
the cost of CL deficiency and the
Research requires focused investments in human and technical capacity, particularly in
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 55 |
DETAILING THE TRANSLATION OF RECOMMENDATIONS INTO PARTICIPANTS AND ACTIONS
Governments can:
Review and revise: 1) existing legislation and policies for consistency with the global best practices; 2) compliance and enforcement mechanisms.
Review mainstream and
Develop a national CL strategy and action plan, establishing clear lines of responsibility and mechanisms for coordination, monitoring and reporting across sectors.
Regulate service provision by introducing learning standards and by monitoring and enforcing compliance.
Allocate adequate resources to
Adopt national standards for information and amenities pertaining to CL and ensure compliance in new buildings, in transport, and in information and communication.
Introduce measures to ensure that people with CL issues are protected from poverty and benefit from mainstream educational programmes.
Include CL in national data collection systems and provide
Implement communication campaigns to increase public knowledge and understanding of creativity learning.
Establish channels for people concerned about CL issues to lodge complaints on human rights issues and laws that are not implemented orenforced.
Promote and capture volunteerism and societal contributions by introducing a renewable Society Credit Score system (**), to represent an individual’s societal proficiency and reliability, instead of the current tradition of using the limited scope of wealth, accolades or popularity.
United Nations agencies and development organizations can:
Include CL in development aid programmes, using the
Exchange information and coordinate actions – to agree on priorities for initiatives to learn lessons and to reduce duplication of effort.
Provide technical assistance to countries to build learning capacity and strengthen existing policies, systems and services – for example, by sharing good and promising practices.
Develop internationally comparable research methodologies for collecting and analyzing data relating to people with CL issues.
Regularly include relevant CL data into statistical publications.
CL organizations can:
Support people with CL issues to become aware of their rights, live autonomous and interdependent and develop their skills.
Support children with CL and their families to ensure inclusion in education.
Represent the views of their constituency to international, national, and local decision makers and service providers, and advocate for their rights.
Evaluate and monitor support services, and collaborate with researchers to support applied research that can contribute to service development.
Promote public awareness and understanding by professionals about the rights of persons with CL issues – for example, through campaigning, advocacy, and
Conduct audits of environments, amenities, and other systems and services to promote information barrier removal.
Setup CL training centers inclusive of training people how to use the
Setup Ombudsman accountability support centers to report, research, register and resolve possible CL
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 56 |
Service providers can:
Carry out information audits, in partnership with local CL groups, to identify information barriers that may exclude persons with CL issues.
Ensure that staff is adequately trained about CL and related issues, implementing training as required and including service users in developing and delivering training.
Develop individual service plans in consultation with people with CL issues, and their families where necessary.
Introduce case management, referral systems, and electronic
Ensure that people with CL issues are informed of their rights and the mechanisms for complaints.
Academic institutions can:
Remove barriers to the recruitment and participation of students and staff with CL issues.
Ensure that professional training courses include adequate information about CL, based on human rights and scientific principles.
Conduct research on the lives of persons with CL issues and on disabling information barriers, in consultation with CL organizations.
The private sector can:
Promote diversity, inclusion and CL in working environments.
Facilitate employment of persons with CL issues, ensuring that recruitment is equitable, that reasonable accommodations are provided, and that employees who become
Remove barriers of access to microfinance, so that persons with CL issues can develop their own businesses.
Develop a range of quality support services for persons with CL issues and their families at different stages of the life cycle.
Ensure that employees have access to information and physical amenities to facilitate CL. E.g. library, IT café, gym, nutrition.
Ensure that ICT products, systems, and services are accessible to persons with CL issues.
Communities, Churches and Clubs can:
Challenge and improve their own beliefs and attitudes towards CL and related issues.
Protect the rights of persons with CL related issues.
Promote the inclusion and participation of people with CL issues in their community.
Ensure that community environments are accessible for people with CL issues, including schools, recreational areas and cultural facilities.
Challenge violence by/against and bullying from/of people with CL related issues.
Similar to the Consumer Affairs Commission, people within the community should support the role of
Train members to apply the
People with issues relating to CL and their families can:
Support other people/families with issues relating to CL through peer support, training, information, and advice.
Promote the rights of persons with CL issues within their local communities – for example by conducting information access audits, delivering CL training, promoting rationality and campaigning for human rights.
Become involved in
Participate in forums (international, national, local) to determine priorities for change, to influence policy, and to shape service delivery.
Participate in research projects.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 57 |
APPENDIX Showcasing Tools To Bolster Creativity Learning
If we make the assumption of
APPENDIX 1: Human Beings Playing The Game Of Virtual Reality
This appendix illustrates the core design features of Human Beings. That is, the 90% controlling Human Instincts, and the 10% controlling Spirit or
APPENDIX 2: Purpose Uses A Central Vision To Execute Goals
Purpose plays a critical role of providing a pathway for the 10% controlling Spirit or
APPENDIX 3: Purpose Triangulates Workability Via Accountability Roles
Since you cannot beat the 90% controlling Instincts, culture and reality, then you must join them and become
APPENDIX 4: Purpose Reigns Via The Integrity Check Quadrant
The 90% controlling reality operates independent of an Invented Purpose. Hence conflicts, breakdowns and challenges will arise from the constant changes in reality. Instead of leaving your feelings to vegetate with reality you can take steps to restore Integrity and secure Workability.
APPENDIX 5: Purpose Driven Projects Of Problem Based Learning
Reality ensures that there is no shortage of problems. Hence we can exploit this feature of reality to create projects around problems and enforce learning among participating humans. Learning is critical for people to live, work and share together in a common society. This appendix illustrates how Purpose works through projects of problem based learning to create reality.
APPENDIX 6: The 14
The Learning Pyramid indicates that teaching others is 90% learning, hence individuals must practice the
APPENDIX 7: Are Words And Reasons Chasing To Know Reality?
The frequent clashes of external reality and reasons in peoples’ brains often lead to epistemic and psychological defects. Additionally people often unsuccessfully attempt to use their survival feelings to resolve these issues even where there is no survival situation. This appendix illustrates how Reality and Reasons can work togetherin harmony and create psychological balance in people’s lives.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 58 |
APPENDIX 1: Human Beings Playing The Game Of Virtual Reality
BUZZING
This is the buzzing brain or Instincts, mind and senses that provide information
to the consciousness screen/monitor
This is the Consciousness screen/monitor displaying information concerning interactions with the
environment
BUZZING
BUZZING
This is the Spirit or
A Wholehearted metaphysical beam of energy defined outside the box of creation and the worldview
The Environment:
By The Beach
The Spirit or
This model aims to provide a picture of core features interacting in each human being while living and resolving the challenges presented by life or reality.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 59 |
APPENDIX 2: Purpose Uses A Central Vision To Execute Goals
DEFAULT |
Multiple Conflicting Goals and Visions |
INVENTED |
One Central Humanitarian Vision at the Heart |
|||||||||||||||||
Instinctual |
Societal |
|||||||||||||||||||
Purpose |
|
|
|
|
|
|
|
|
|
|
Purpose |
|
|
|
|
|
||||
|
|
Play |
|
Home |
|
|
|
|
|
|
|
|
|
|
|
|
Play |
|
Home |
|
|
|
Creativity & |
Consensus |
|
|
|
|
|
|
|
|
|
|
|||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||||
|
|
& Conquer |
|
|
|
|
|
|
|
|
|
|
|
|
||||||
Work |
|
Fitness |
|
|
|
|
|
Work |
|
Central Vision at Heart |
Church |
|||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|||||||||
|
|
Leisure |
|
|
|
|
|
|
|
|
|
|
|
|
||||||
|
|
|
Other |
|
|
|
|
|
|
|
|
|
|
|
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
* Creativity & Innovation |
|
||||
Divide & |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||
|
|
|
Goals |
Church |
|
|
|
|
|
|
|
|
|
|||||||
Social |
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||||
Survive |
|
|
|
|
|
|
|
|
|
* Mutual Consensus & Sharing Wisdom |
|
|||||||||
Other Visions |
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||||
|
Class |
Sharing |
|
|
|
|
|
School |
* Biological Survival & Wellness |
|
||||||||||
|
|
|
|
|
|
|
|
|
|
Leisure |
||||||||||
|
|
School |
|
|
Wisdom |
|
|
|
|
|
|
|
|
|||||||
|
|
Love |
|
|
|
|
|
|
|
|
|
|
|
|
||||||
|
|
Mutual |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
|
|
Food & Sex |
|
|
|
|
|
|
|
|
|
|
|
|
Other Goals |
|
Love |
|
|
|
|
Consent |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
Central Vision |
|
|
|
|
|
|
|
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||
|
|
|
|
|
|
|
|
|
|
Purpose: For What? |
|
|
|
|
Being resolved |
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
for Purpose |
||||||
|
|
|
|
|
|
|
|
|
|
Spirit: |
For Whom? |
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
INVENTED Purpose: |
|
|
|
||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||
|
|
|
|
|
|
|
|
|
|
Who: |
|
|
Defines the stages |
|
|
|
||||
|
|
|
|
DEFAULT Purpose: |
|
Identity |
|
|
|
and resolves |
|
|
|
|||||||
|
|
|
|
|
|
|
|
|
||||||||||||
|
|
|
|
|
|
|
|
|
consequential |
|
|
|
||||||||
|
|
|
|
Vegetates through |
|
|
|
|
|
|
|
|
||||||||
|
|
|
|
Why: Values/Beliefs |
|
|
challenges |
|
|
|
||||||||||
|
|
|
|
the stages of |
|
|
|
|
|
|
||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
arising from |
|
|
|
|||||
|
|
|
|
challenges |
How: Capabilities |
|
|
|
|
|
|
|||||||||
|
|
|
|
|
|
|
|
God’s 90% controlling reality in sickness, disability or health. |
||||||||||||
|
|
The Robert Dilts Pyramid: |
|
|
|
|
|
|
|
|
|
|
|
|
||||||
|
|
|
|
|
|
|
What: Behaviors |
|
|
|
|
|||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||||
|
|
Stages and factors behind |
|
|
Where/When: Environment |
|
Humans must pursue healthy reality or self destruct. |
|||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
the design of Purpose
Before the Invented Societal Purpose, people suffered from multiple conflicting and split personalities. With Invented Societal Purpose, people use a Central Humanitarian Vision to resolve conflicts and discrimination across the social classifications and goals of life. Like the axle of a bicycle wheel this humanitarian vision is the spindle supporting the execution of all goals across the functional areas of life. Purpose promotes a Central Plan which demotes feelings of fear.
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 60 |
APPENDIX 3: Purpose Triangulates Workability Via Accountability Roles
Accountability
ROLE 1
A1)
B1) Creativity (your invented Purpose
C1) Design Plan (goals arise by realty’s changes against your Purpose)
D1) Visionaries & Stakeholders (of projects used to attain goals)
Use A Consensus Strategy: Rotate persons and groups periodically to change roles (e.g. assign Term Limits)
Accountability
ROLE 3 |
Any Two roles can check, audit, balance and secure |
|
the other One role |
|
Any One role |
|
|
can |
|
A3) |
the other |
|
Two roles |
||
|
B3) Realization
C3) Integrity & Quality Check
D3) Auditors & Regulators
Accountability
ROLE 2
A2)
B2) Challenges (Production)
C2) Collaborate & Innovate
D2) Executors & Managers
If culture has 90% control/power and eats strategy for breakfast then success requires engineering the culture of large to small businesses, institutions, families and personal relationships. Sociologically, a team of less than 20 persons is vulnerable to the default culture of the environment. Teams size of 20
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 61 |
APPENDIX 4: Purpose Reigns Via The Integrity Check Quadrant
Inspired by Nelson Mandela
Integrity of an External Entity is INTACT
Integrity of an External Entity is BROKEN
Integrity of Myself is INTACT |
Integrity of Myself is BROKEN |
IGNITE a Drive for Love and JOY:
Use Empathy to Share, Serve and Lead others with Integrity to be the change or Purpose you all want to see. Harness Wisdom and intelligence. Be proactive, preemptive and preventative in resolving challenges. Celebrate!
BLOCK Intrusion of STRESS:
Try to regulate the environment. Try to reschedule or change your location to where Integrity can be maintained. Try to fix external integrity if possible. Continue to work Virtuously and Rationally to
RESTORE Your Peace and JOY:
Commit to cleanup and restore thoughts and actions to your Life- designed Purpose. Repair internal health/wellness issues. Get help. Practice to work Virtuously and Rationally with others to
Use PEACE to Disable STRESS:
Commit to STOP worrying and depression. Get Help. Use your
Integrity of an External Entity is INTACT
Integrity of an External Entity is BROKEN
Integrity of Myself is INTACT |
Integrity of Myself is BROKEN |
Integrity evaluates and ensures your goals are working/progressing according to your predefined standards, socialization or assumptions e.g. cultural norms. Often your feelings are negatively impacted when integrity is broken e.g. by below standard performance of yourself or an external entity. Anxiety/stressful feelings hinder learning and adaptation, so whether life is up/down, restore integrity by accepting what is reality and find new ways/goals to move forward. Each block of this Integrity Check Quadrant gives the steps to take each moment to verify, restore and maintain the internal and external Integrity of your
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 62 |
APPENDIX 5: Purpose Driven Projects Of Problem Based Learning
START Purpose
with a Conceptual DESIGN PLAN: Generic Pattern, Central Vision, Principle, Formula or Abstraction
Spirit,
Wisdom, Wholehearted Relationship
Pursue CHALLENGES:
Working through the metamorphosis, progressively in the direction of the Goal and guided by the Design Plan/Principles
Instincts, Feelings of Fear, Signs, Cues,
Puzzles, Mind, Reasons, Habits, Society
Purpose: aims to maximize results within a design scope
Learn and Adapt Lifecycle:
Form Storm Norm Conform
END Purpose
with one or more GOALS in Reality: Targets, Products, Assignments and Implementations
Human Reality, Self Actualization,
Environmental Realization
|
Reality Feedback: to improve design potentiality |
|
||
Design pattern/plan |
Prepare resources |
Pursue challenges |
Audit review |
Final reality |
Investigate |
Analyze the |
Build and Model |
Test for the |
Resolve via the Best |
Hypothesis |
Hypothesis |
Hypothesis |
Best Models |
Tested Models |
People’s brain biological network effectively learns and retains when
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 63 |
APPENDIX 6: The 14
Individuals may “empathically” consider the following factors to facilitate the learning and adaptation lifecycle of
COGNITIVE AND METACOGNITIVE FACTORS
1.Nature of the learning process: The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.
2.Goals of the learning process: The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
3.Construction of knowledge: The successful learner can link new information with existing knowledge in meaningful ways.
4.Strategic thinking: The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
5.Thinking about thinking: Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
6.Context of learning: Learning is influenced by environmental factors, including culture, technology, and instructional practices.
MOTIVATIONAL AND AFFECTIVE FACTORS
7.Motivational and emotional influences on learning: What and how much is learned is influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking.
8.Intrinsic motivation to learn: The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing forpersonal choice and control.
9.Effects of motivation on effort: Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion.
DEVELOPMENTAL AND SOCIAL FACTORS
10.Developmental influence on learning: As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.
11.Social influences on learning: Learning is influenced by social interactions, interpersonal relations, and communication with others.
INDIVIDUAL DIFFERENCES FACTORS
12.Individual differences in learning: Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
13.Learning and diversity: Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account.
14.Standards and assessment: Setting appropriately high and challenging standards and assessing the learner and learning
For further details refer to the American Psychological Association:
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 64 |
APPENDIX 7: Are Words And Reasons Chasing To Know Reality?
Reality knows no Reasons |
Reasons are like cartoons and fictional simulations chasing Reality |
Reasons do not change Reality |
Inventing/using |
Reality does not change Reasons |
|
|
|
|
|
|
Though effective, |
|
|
|
|
|
|
|
“logical reasons” |
|
Humans use linear tools e.g. |
|
|
|
|
|
can fail to predict |
|
|
|
|
|
|
|
|
Research and Logical Reasons to |
|
|
|
|
|
|
or mirror reality. |
|
|
|
|
|
|
|
|
assess, predict and maneuver |
|
|
|
|
|
|
|
|
|
|
|
|
|
So, use research skills |
|
the dynamic curves in reality |
|
|
|
|
|
to revise & realign |
|
|
|
|
|
|
|
logical reasons |
|
|
|
Start of |
|
|
|
to reality |
|
|
|
|
|
|
|
|
|
|
|
Goal and |
|
|
|
|
|
|
|
Learning |
|
|
|
|
|
|
|
Lifecycle |
Forming |
Storming |
Norming |
Conforming |
Go to Next Goal
The
start a new goal and repeat Forming Storming Quitting without realizing you are in a trap.
Quitting & Restarting
As shown in the diagram above, “Reality knows no Reasons”: let us think of reality as a roadway and reasons as a car attempti ng to maneuver the roadway. Of course you are the driver of the car called reasons. Firstly, be aware that reasons may be invented at any time. An invented reason may by itself develop mechanical difficulties and run off the roadway, over to the bottom of a cliff. Like a double edged sword, some drivers use feelings to destructively hold on to defective reasons, even when they hit rock bottom of the cliff. However, the skillful driver learns to proactively disembark defective reasons and parachutes to other functional and viable reasons which mirror reality. This raises the call for intellectual creativity to readily research, experiment and unearth or invent reasons which are
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 65 |
Which is first: “reality” or “reasons”? Are humans born using reasons? Has reality persisted even after the destruction of several human civilizations and predictions of the end of reality? Is God merely the word and the word God? Is God love? Is love merely a word without actions? Can love be expressed without words? Can you accurately and persistently predict success or failure based on the dynamic turns of reality? Have you observed that reality sets its own rules; reality has no friends; and reality takes no prisoners? Reality has no philosophical agenda! Yes, reality makes the moves and humans often use arbitrary reasons to estimate and construct imaginary/virtual realities and play the game called “life”. Even when humans deliberately initiate changes in reality it has to be in agreement with the rules and consequences of reality. On the matter of estimating reality: it is e ssential that humans learn to
So the question is: Are your words and reasons accurately and effectively (dynamically) knowing/estimating reality? In other words: what are the consequences imposed by reality for inaccurately estimating and initiating reality? Is it life, death or not a case of survival? Is your biological hardware in a state of wellness to help you effectively estimate reality? Are you suffering from drunkenness, anger, depression, anxiety or
With linear tools humans have tried to construct time/days of equal length from the changing sizes of the sun’s curving shadow/light; hence the need to correct the 365 days per year with an estimate of 366 days every leap year. Maybe it is impossible to precisely calculate time due to the inability to precisely estimate pi, as in the area of a circle is pi times radius squared. The exploration still continues to precisely calculate time to match reality. As a result, have you noticed how consecutive Easters never fall on the same day of the year? Yes, the same for birthdays! Do Jamaicans fuss over religious days? Yes, yet what is linearly called Saturday is sometimes accurately Friday/Sunday, and Sunday is sometimes Saturday/Monday, etc. The point is: since God designed humans with linear tools to estimate curves and circles it will require a technique called marching where humans periodically assess themselves and if necessary reboot, reinvent or invent corrective measures to keep pace and adapt to meet the evolving changes in reality.
With the advent of the internet humans began to universally collaborate, share, compare, contrast and evolve a more accurate understanding of one supreme, universal and
Jamaican Youths Innovatingat the frontier of Liberty, Choice and Creativity - Desktop Edition |
Page: 66 |
Thank You For Supporting Human Progress And Creativity
Thank you for participating in the relentless drive for human progress and creativity.
Let us continue collaborating research efforts and sharing in the implementation process.
For further information visit us at http://krysglobal.com/creativity
Kindly send your queries and comments to creativity@krysglobal.com
THE END