Super Brain

8/6/2019 Super Brain

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Book review

SUPERBRAIN YOGASUPERBRAIN YOGA by Master Choa Kok Sui with a foreword by Dr. Glenn Mendoza, MD, MPH, and a prefacDr. Eric B. Robins, MD Reviewed By Felice Prudente Santamaria, Philippines

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Superbrain Yoga isa simple and effectivetechnique to energize andrecharge the brain. It isbased on the principlesof subtle energy and earaccupuncture.

MAStER ChOA KOK SUI

The human brain is amazing evenso more sophisticated than anyexisting computer that it gives

people powerful potential (from Theexistence of God is self evident). A baby isborn into the world with around 100 billion

brain cells, give or take a few million. Abrain cell is technically called a neuron, anda neuron is so miniscule that 30,000 of themfit on a pinhead. The brain is so importantto the species that four weeks afterconception, an embryo that will become ababy produces half a million neurons everyminute. A complex system of 300 millionneurons connects the brains right and leftsides. Each persons 100 billion neurons hasabout 20,000 very important connectingbranches called dendrites. There are said tobe more possible connections in the human

brain than the number of atoms in theentire universe!But to make the most of ones brain, it

needs to be exercised and nurtured likeevery other part of the human system.Synapses points of brain connections have to be created and conserved for thebrain to stay alert and healthy throughoutadulthood.

The founder of the Pranic Healingmovement, Choa Kok Sui (honored asMaster or teacher by Pranic Healersworldwide), has gifted readers with a book

to optimize brain wellness: SuperbrainYoga. The focus is on one easy exercisedesigned to help students improve theirgrades. But typical of Master Choa(MCKS), the simple solution offerscomplex benefits not just for students butadults seeking brain wellness into theirsenior years, and patients with AttentionDeficit Disorder (ADD), Attention DeficitHyperacticity Disorder (ADHD), DownSyndrome, and other developmentalchallenges and cognitive delays seekingnormalcy and cures.

Some Indian friends remember therecommended SuperBrain Yoga squatas a punishment for poor answers andmisbehavior in elementary school. It wouldtake Master Choa to deconstruct andanalyze scientifically and clairvoyantly whatreally occurs when doing the yogic exercise...what healing occurs and why.

The squat requires squeezing ones

earlobes with thumb and forefinger inproper position. Getting the position mixedup decreases energy. So reading the bookand having it around is useful.

The exercise allows the bodys energycenters to absorb, digest and distribute

prana to the different parts of the body.(p. 11) Acupressure energy points for thebrain, eyes, forehead, mouth, ovary, parotid,temple, and testes congregate around thearea of the ear affected by pressure from theexercise. In addition the fingerpads used inthe exercise have acupressure energy pointsfor the brain as well as pineal and pituitaryglands. Acupuncturists, auriculotherapists,reflexologists and zone therapists heal byworking on acupressure or meridian energy

enhanced. Once the energy gets up tthe forehead and crown chakras, it itransformed into subtle pranic energywhich is utilized by the brain for itsproper functioning, writes MCKS (pEducators recognize that students lea

best when they are relaxed not anxioand when they have a fair degree of sconfidence coupled with full attentiofocus.

Master Choa Kok Sui adds: Otherbenefits from the practice of SuperbraiYoga are greater psychological stabilityand also greater ability to regulate the sdrive especially for teenagers (p 52). Aperforming the simple, yogic exercise, hexplains that ones energy centers andaura are brighter. Prolonged practice ofSuperbrain Yoga makes the practitione

general, smarter and more psychologicabalanced. (p 53)The book adds to healers understandinprana and acupressure. Of special interare testimonials from parents with chilchallenged by ADD, ADHD, autism, speech delay who used the Superbrainexercise successfully. The positive resulexperiments supervised by medical docat special learning schools, and by teachat middle schools encourage the additioSuperbrain Yoga to the regular routinestudents whether specially challenged o

Although no experiments on age-relateconditions are noted, they should certabe conducted now that the average lifesis lengthening considerably, and a healtbody includes having a healthy brain.

All pranic healers, especially those deor concerned with societal disorders wibe happy with the information shared bMaster Choa in Chapter 3 about the mchakras. A world in need of full harmocan benefit from people leading a peacemeaningful life. The brain has a vital paplay as a new generation seeks to medit

find happiness and attain enlightenmenWith Master Choas help healers can inaid not just individual health but societwell-being. n

Superbrain Yoga is published in 2005The Institute for Inner Studies PublishingFoundation, Inc.To order the book visit superbrainyoga.co

centers external points that connect tospecific internal parts of the physical body.The Superbrain exercise partially cleans andenergizes the energy centers needed for thebrain to function efficiently.

Master Choa Kok Sui explains that theSuperbrain squat when done correctlymoves energy trapped in the basic andsex chakras through the physical bodysother major energy centers and finally

up into the crown chakra or crownenergy center that controls the pinealgland and overall brain health. As theenergy moves upward and fills the heartenergy center, the student is filled withlove and experiences inner peace or calm.When the energy moves up further intothe throat and ajna energy centers, thestudents intelligence and creativity are


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Master Choa KoK sui

excp fm Gldn L sAchieve the impossible p.3

You are your own limitations.If you think it cannot be done,it cannot be done If you think

it can be done, it can be done.

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spbn Yg n Cldn

w am nd aDhDRaina Koterba Northern New Jersey The Center for Pranic Healing USAW

orking with svrly disabldand autistic childrn has bnboth citing and challnging,

but has also bn undoubtdly arwarding princ. I hav larnd somuch from my studnts and chrish thwalth of knowldg I gaind from ourdaily intractions. It is truly frightningth ris in th numbr of childrn with

various disabilitis ovr th past couplof yars, spcially autism and ADD/ADHD. Nw rsarch has shown thatth prvalnc of th autistic spctrumdisordr has risn to 1 out of vry 150childrn. It is blivd that 5-20% of allschool ag childrn hav ADD/ADHD,which is 1 out of 8 childrn. Dysliais also on th ris, 1 out of vry 20childrn. Ths childrn display a rangof symptoms but commonly ar unablto communicat and prss thir wantsand nds lik ordinary childrn. Can

you imagin having to say somthing butunabl to rlay it? No on knows whatyou ar fling! No on knows what youar thinking! What would you do?

Ths childrn rspond and rlat to th

Table 1: DTVP-2 ResulTs:

stt Rw scor

ag eqivnt Prcnti

bfor 7 month 1 yr bfor 7 month 1 yr bfor 7 month

1 yr

ey HndCoordintion

140 158 170 5y 10m 7y 6m 9y 8m 25% 50% 63%

Copying

18 25 29 6y 0m 7y 9m 9y 1m 25% 50% 50%

spti Rtion

18 31 36 5y 3m 6y 4m 7y 1m 9% 16% 16%

Vi Motor spd

0 14 19


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tchniqu h slpt through th nights withno disruptions. His parnts could notbliv that such a simpl rcis couldb th caus of this suddn chang. Innot bliving in th ffcts of th mthod,thy dcidd to stop th rcis. Th

following fw days provd challngingfor MTs parnts, as h rvrtd back tohis old pattrns and was unabl to slp,bcoming irritabl and ovrly snsitiv.

Imagin a child who dos not socializ,dos not mak y contact, dos not showlov to his parnts lik ordinary childrn.This child would not vn play withhis own twin brothr. Aftr compltingSuprbrain Yoga consistntly, this samchild is on who prsss his lov andmotions to his parnts by rgularlylooking into thir ys and holding th

gaz, kissing and hugging thm; somthingthy always wishd and hopd for. H isplaying appropriatly with his toys andusing this as a tool to prss his ndsand is vn bginning to sk out histwin brothr for companionship. Bforstarting Supr Brain Yoga, this child wasunabl to sit for longr thn fiv minuts,but now h is abl to sit and attnd for 45minuts with littl to no slf-stimulatorybhaviors or ovrractions. His ovrallattntion and concntration has improvd

and h is ngaging in mor ag appropriatactivitis.

CASe STUDY #2: ADHD AND PDDRT is a svn yar-old boy with a diagnosisof attntion dficit/ hypractivity disordrand prvasiv dvlopmntal disordr.H is trmly hypractiv and is alwaysngaging in som sort of slf-stimulatory

bhavior, such as, hand flapping, runnjumping, spinning or talking to himslHis impulsivity, hypractivity, anddistractibility impact all aspcts of hislif. H is in a slf-containd classroomgard for hlping childrn with snso

bhavioral and larning problms.Imagin touching a child softly and tchild racting to th input by throwinghimslf on th floor? Th slightst inpwill push this child ovr th dg. H iunabl to sit at a tabl for mor than fisvn minuts without constantly movor crashing to th floor. H is unabl walk across th room without runningjumping, spinning and crashing into ob

Following rgular Suprbrain Yogarciss, h appars calmr and morfocusd. H is abl to ngag in an nt

thrapy sssion, for about 30 minuts,littl to no bhaviors. H is abl to wathrough th hallways without runningjumping, spinning or crashing. H sitsattnds in class, displays improvd socskills and prssing his flings to hisclassmats and tachrs.

Sinc RT has startd school, his snbhaviors hav gottn in th ways of hischoolwork and no on knw th abilih possssd. On day aftr compltiSuprbrain Yoga, h got up and walkacross th room to th blackboard. Th

h rad all th words on th board!Scondary to his incrasd arousal statand inability to rgulat and calm himRT nvr truly prssd his strngthsNow aftr on yar of rgular SuprbrYoga h is mainstramd into th rguducation classroom for part of th dayh is succding.

Graph 1A: Composite Percentiles:Graph 1B: Composite Age Equivalent

GRaPH 1a

GRaPH 1b

Table 2: DTVP-2 ResulTs

stt Rw scor ag eqivnt Prcnti

bfor 7 month bfor 7 month bfor 7 month

ey Hnd

Coordintion 113 151 4y 9m 6y 6m 25% 50%Copying

14 25 5y 3m 7y 9m 37% 75%

spti Rtion 15 40 5y 1m 9y 7m 37% 95%

Vi Motor spd 3 10 4y 9 m 7y 2m 37% 75%


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Looking at his ovrall DTVP-2 rsultsR.T. has mad a hug improvmnt in allvisual-motor intgration subtsts. Mostimprovmnt was sn in th ara ofVisual-motor Spd. H bgan in th

first prcntil, but gradually movd to th75% prcntil (S tabl 1A). H bganthis study in th 5th prcntil of childrnhis ag and by th tim th DTVP-2 wasgivn 1 yar latr, h had movd to th 50thprcntil (s graph 2A). That is tn timshighr than whn h startd. H mad anovrall improvmnt of 3 yars and ninmonths in only on yar with th us ofrgular Suprbrain Yoga (S graph 2B).

CASe STUDY #3: DYSLexIA AND eDJT is MTs twin brothr and unlik his

brothr, h is in rgular school. H hasbn diagnosd with dyslia and found tob motionally disturbd. Controlling hismotions is quit difficult for him and hwould hav rgular motional outburstsand tantrums of scraming and crying,oftn bcoming angry. Sinc startingSuprbrain Yoga, h has not had on! Itwas difficult to gt him to do anythingbcaus of his low frustration tolranc, butnow h tris nw and challnging activitiswith confidnc.

With his disability, schoolwork was

challnging, frquntly drawing lttrsbackwards, difficulty copying simpl shapsand rcognition of lttrs wr poor. Givnth diagnosis of dyslia, you would blivJT would b having trm difficultyrading, but that just isnt so. Now notonly dos h know and writ all of hislttrs but h is rading with as. Histachr has actually notd that h is on of

Table 3: DTVP-2 ResulTs

stt Rw scor ag eqivnt Prcnti

bfor 7month 1 yr bfor 7 month 1 yr bfor 7 month

1 yr

ey Hnd

Coordintion143 150 167 5y 11m 6y 3m 9y 0m 25% 25% 50

Copying

24 34 34 7y 5m 11y 2m 11y 2m 50% 91% 84

spti Rtion

37 40 43 7y 4m 9y 7m 11y 2 m 50% 75% 91

Vi Motor spd

0 7 9


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rtntion of nw information and for thryars has bn working on lttr, color andshap rcognition. Four out of 26 lttrswas all h could rcogniz, but now hknows 20 lttrs consistntly, all colors,and all shaps. H displays improvd slf-

stm; trying nw and challnging things.Graph 3A: Composite Percentiles:Graph 3B: Composite Age Equivalents:

Without a doubt again, looking at hisovrall DTVP-2 rsults B.C. has mada hug improvmnt in all visual-motorintgration subtsts. Th ara whrmost improvmnt was sn is th Visual-motor spd subtst. H bgan in th 1stprcntil, but gradually movd to th 25thprcntil (S tabl 3). H bgan this studyin th 16th prcntil of childrn his ag and

by th tim th DTVP-2 was givn on yarlatr, h had movd to th 70th prcntil(S graph 3A). That is four tims highrthan whn h startd. H mad an ovrallimprovmnt of thr yars and fiv monthsin only on yar with th us of rgularSuprbrain Yoga (S graph 3B)

CONCLUSIONWith th us of rgular Suprbrain Yoga,th childrn ar calmr and mor focusd.Ovrall improvmnt is shown in allaras including function and bhavior;

intracting with th nvironmnt with morsuccss. Using a standardizd tst hlps toundrstand th functional improvmntsmad in aras of visual-motor intgrationand th tstimonials from parnts andtachrs giv you a pictur of th childs

vidnc that th rcis may b calmand organizing for many of th childrgiving thm a snsory tool thy can utito hlp rgulat and harmoniz thir ointrnal arousal stats.

In conclusion, all of th childrn in

study hav mad dramatic strids in aras of function. Tachrs and parar in aw that an rcis that takslss than on minut can hlp a childto mak phnomnal strids in such short tim. Thr hav bn significimprovmnts in th snsory procssvisual-prcption, visual-motor, splanguag, communication and socialbhavior in ths childrn.

Supr Brain Yoga may b th missky to unlock th mystry of thschildrn. In four yars of working w

this population, I hav not sn thprogrss or gains ths childrn havmad in only on yar. Supr Brain can b a critical componnt in thrapprogrss and improvmnts in ovrafunction and succss. This is an asyand quick rcis that will chang thlivs of ths childrn, tachrs, andparnts forvr. n

ovrall dmanor, butnothing spaks loudrthan th childrnsbhaviors. Oftnduring transitional orunprdictabl tims ofth day, th childrnrqustd th rcisin thir own individualway. Som childrnwould start holdingthir ars in thSuprBrain position

or vn say, ears!or SuprBrain! as ifto tll us thy nd it.During school, somchildrn stood up andstartd ngaging inSuprbrain Yoga withno trnal prompting.This supports th

GRaPH 3a

GRaPH 3b

He made an overall improvement of three yearsand nine months in only one year with the use ofregular Super Brain Yoga


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Superbrain Yoga-A Three Year Study-

Improving the Academic and Behavioral Performances in Teenagers byKim Siar, Center for Pranic Healing, New Jersey, USA


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Typically it takes super strength

to work with thirteen to fifteen-year old adolescents experiencingacademic and behavioral problems.The level of teaching that is requiredto motivate, liberate, and educate theseteenage students from the obstacles withinis a taxing situation. That is until MasterChoa Kok Suis release of SuperbrainYoga. For the past three years, students

attending an urban school district inNorristown, Pennsylvania, have provedthat students practicing Master ChoaKok Suis Superbrain Yoga, now havean opportunity to experience success onmany levels.

Presently, as in most urban schooldistricts, the students in Norristown,Pennsylvania, are struggling withstandardized test scores. These studentsare not only failing academically but quicklybecoming disengaged with the learningsystem as a whole. Behavioral problemsare more consistent than many studentsattendance. A teacher assigned to teachthe struggling students knows it takesa miracle to move the mountain withinthese students or a mountain mover.Master Choa Kok Sui and the release of

SuperBrain Yoga is just that.Typically the teenage years betweenthirteen and fifteen-years old are atumultuous time in itself. The brain at thisstage is experiencing many changes. MasterChoa Kok Sui explains this period as atime of great physical strength and evengreater hormonal strength. In the chaosof learning to deal with these physical andhormonal changes, the mental body isoften the last one to drive the decisions thestudent makes throughout a day. Yet it isthe faculty used as the main measurement

of success, evaluating both the students andschool district. In an attempt to increasetest scores, students are often taken out oftheir interest-based classes for remediation.This often leaves the student angry,belittled, and with little understandingof the long term benefits for improvingacademically. Conversation and any otherattempts to move the student to a level ofsuccess often falls on deaf ears. As a teacherworking fifteen years with this type ofstudent, the immense effort needed to movestudents marginally had me questioning my

occupation, my beliefs, and often left mefighting a system with energy that servedno purpose. As a result of the success ofMaster Choa Kok Suis Superbrain Yoganow there is not only hope but a scopethat provides a teacher and a studentthe opportunity to see who they can bewhen the brain is activated and energized.For the past three years data has

demonstrated that students performMaster Choa Kok Suis, Superbrain Yhave improved academically, emotionaand behaviorally.

In the first year a pilot study of twoclasses totaling thirty-six students serv

as the experimental group while sixteeserved as the control group. These stuperformed the exercise regularly, befortests, and when they were noted to bevisibly tired, struggling emotionally, orneeded to assimilate further informatioIn that year, 83% of the students inthe experimental group improved theirstandardized tests scores using the GaMacGinitie Reading Inventory as ameasurement tool. The average percen

point change in scores was 24 points fo

experimental group. For example, studonce scoring 64% on tests were now sc88%. In the control group, only 50% ostudents improved their test scores witaverage percentage change of 14 pointsaddition, 17 students in the study movto higher performance levels while onlysix from the control group experiencedsignificant shift. In the experimental grone student qualified as gifted and six students inducted into the National JuHonor Society, a prestigious academicprogram, for the following school year

In the second and third year, thePennsylvania System School AssessmePractice Test (PSSA) designed bythe district to model the annual stateassessment was used as an evaluation t28 students participated in the second without a control group. In this class, twere a number of students struggling wbehavioral problems such as: depressio

In that year, 83% of thestudents in the experimen

group improved theirstandardized tests scoresusing the Gates-MacGiniReading Inventory as ameasurement tool.


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low self-esteem, ADD and ADDHD, andcompulsive disorders. One student shookuncontrollably while the other would oftentear her work into pieces and take a failinggrade before handing in her perception offlawed work. As these students performed

Master Choa Kok Suis Superbrain Yoga,the students were able to create enoughspace between their reactions to applytools that would allow them to experiencetheir responses differently. As a resultthese students had a greater opportunity tonot only find themselves but redefine theaspects of the habits that would no longerserve them. In the first two years of thestudy, it was these changes that resonatedwith the students the strongest. In many oftheir reflections and in their conversationsyears afterwards, the students commented

fondly on the inner changes that they madeas a result of the exercise.

In the third year of the study, 36students performing Master ChoaKok Suis Superbrain Yoga were

compared to a control group of 36students. Once again, the data reflects thatstudents performing Master Choa KokSuis Superbrain Yoga perform betteracademically and behaviorally. In this yearthe experimental group increased test scoresby 25% while the experimental group only

increased by 15%. In the experimentalgroup, twenty-four of the thirty-sixstudents improved to levels of proficiencyor higher, while only fifteen out of the 36students improved in performance levels. Itwas also determined through the scientificevaluation of Dr. Eugenius Ang, Jr. (Ph.D Post-doctoral fellow in the departmentof Neurobiology at Yale University Schoolof Medicine) and Dr. Glenn JosephMendoza, (M.D., M.P.H. PracticingPhysician and Director of the Neonatologyand Neurodevelopment program in

Upper State New York and AssociateProfessor, Clinical Pediatrics at the NewYork Medical College), that the qualityof the experiment has a p value of .0001which supports that the data collected isstatistically and scientifically strong.

Although the quantitative data is veryimportant, as a teacher it is the qualitativedata that has made the biggest impact

Doing the SuperBrain exerciSe (Yoga) helpeD me a lot. Before i

haD Below BaSic (failing ScoreS) on mY SnapShotS, now i have

proficient(average to aBove average).

The superbrain yoga has helped me Think beTTer and fasTer.

the SuperBrain Yoga haS improveD mY graDeS anD it helpS me Do

Better in SportS. mY life haS Been Better ever Since i StarteD.

i Think iT really Works! iT helps you focus!

i founD the true me.

Wt t stt t ...

on me. Story after story these studentsperforming Masters Superbrain Yoga soar!Their social skills, emotional responses, selfconfidence and self esteem improve. In eachstudy, year after year it is witnessing thetransformation of their inner struggles thatI am humbled at the impact this exercise

has on the lives of these students. Theyno longer seemed to be lost in the sea ofemotional pulls but anchored and open tothe world around them.

Each year I ask students to reflect onthe practicing of Master Choa Kok SuisSuperbrain Yoga as a part of their dailyinstruction and each year the responsesare consistently positive and reflect thepotential the students reached as a resultof the program. Students questionwhy Superbrain Yoga is not practicedeverywhere. I cannot move the students to

the level of these test scores nor the shifts inbehaviors without it.SuperbrainYoga has changed my role

as a teacher as well. Seeing the studentslevels of success with Master Choa Kok

Suis Superbrain Yoga moves me to more. In the three years of implemenMaster Choa Kok Suis Superbrain YI have experienced three promotionshave been nominated for four teachiawards. In 2005-2006 I was awardedChamber of Commerces Outstandin

Educator of the Year for MontgomeCounty. It is only through Master CKok Sui that any of this is possible.

I am deeply and profoundly grateffor the success of Master Choa Kok Superbrain Yoga with the students athe ripples of MCKS work throughothe school system. The profoundacademic and behavioral changes in tstudents allow me to witness the mirof Master Choa Kok Sui each andevery day.

Superbrain Yoga is the gateway for m

more products of MCKS Pranic Healschool systems. It is an extremely valuatool that helps not only teenagers, but teachers who work with them experientheir potentialities. n


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Superbrain Yoga-A Research Study-18 Prana World nWiner 2007

As Maste Coa Kok S says,

te Boy s a lg battey teqes costat ecagg.Ts s oe tog ffeet meas,especally tog te tasfeece of LEegy. Oe of te smplfe tecqMCKS Speba Yoga wc eega actates te Ba. Speba Yogaally awakes te latet powes ws wle olg teal alcemy.

By Dr.D. Ramesh, MDS


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FunCTiOnAL AnATOMY OF ThE BrAin

Te hma Ba as te followg pats.. Ceebm. Ceebellm. Ba Stem, cossts of Pos, Mella Oblogata

Eac as ts ow fctos.Te ceebm, wc oes te fctos lke, tkg,

leag, ceatty, fe seses, memoy, emoto, poblemsolg, a ecso makg.

Te ceebellm, ecees messages fom most of te mscles o boy. Te t commcates wt ote pats of teba a te ses messages abot moemet a balace,back to o boy.

Te ba stem, wc eglates te eat ate, beatg,swallowg, blkg, gestg a moe, t cotols te bascfctos of te ba.

Te gt a left emspees of te ba appea to poceffeet ba fctos.

Te left emspee s acte lea, logcal, pactcal,atoal a tme oete acttes.

Te gt emspee seems to be mc moe spatal,ceate, aalogcal, olstc a o-logcal

Te ba, a mastepece of Gos ceato, as a eetelectcal potetal, wc s geeate wt tself astbte togot te Boy

METhOdS OF STudYinG ThEBrAin FunCTiOnActtes of te ba ca be ste tog te se of

n X-raysn EEG (Electo-ecepalogam)n CT scas (Comptee Tomogapy)n Mri Sca (Magetc resoace imagg)n PET scas (Posto Emsso Tomogapy)

BrAin WAvESTe electcal potetal geeate by te ba s mease byspecale eqpmet calle Electo-ecepalogap.

Te EEG sows fo types of pattes wc ae calle teBa Waes

Tese waes ae ytmc ate.

Tey occ epeetly o eac se of te ba.i ceta staces, bot ses of te ba waes ae sycoato.

SYnChrOnizATiOn OF BrAin WAvESdg metato a eep elaxato, te left a gt bawae pattes appe togete. Scetsts ow belee tatSycoato makes:n Mc moe ba powe aalablen Leag lage amots of fomato ey qckn hg Ceattyn Self Cotol oe all emotos

ThErE ArE FOur TYPES OF BrAin WAvES:. Beta Waes. Alpa Waes. Teta Waes. delta Waes

Beta Waves, wc occs at a feqecy of13 to 25 cycles pe seco.

it s maly see tese metal acttylke, talkg, speakg, og wok, solgpoblems, etc.

it s also see g teso.

Alpha Waves, wc occs at a feqecyof 8 to 12 cycles pe seco.it s a state of qet a estg aletess.

it also cates elaxato. Tese waesfoms at te ffse Talamo-cotcal System te M-Ba

Mostly tese aeas ae te fctos of leag, memoy,coscosess a abstact tkg, etc. Most tesely eco te occptal ego of te ba.

Theta Waves, wc occs at a feqecyof 4 to 8 cycles pe seco. it s commolysee yog cle. dg emotoalstess alts, patclaly g

sappotmet a fstato. it occs may ba soes. Most feqetly ecoe oe te paetempoal egos of te ba.

Delta Waves, wc occs at te feqecyof 0.5 to 4 cycles pe seco. it s a stateof eep sleep. it s also see ey seosogac ba seases. it stctly occs te cotex ego of te ba.


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BrAin MAPPinGSusg EEG Mace Kt (a Ba-ew Pls Wows basedgtal Electo-ecepalogap)* a ts assocate softwaepogam, te Ba waes ca be assesse egt ffeet ways,epeg o te paametes tat ee to be ste o aalye.

n Ba Waesn Sgle Amplte Mapn T Mapn Feqecy Mapn Feqecy Spectmn Pogesse Amplte Mapn Pogesse Feqecy Mapn Feqecy Tabla Aalyss

EEGTe pocee of ecog Ba Waes s oe by attacgabot 20 electoes to te scalp of te patet. Mcoolt leel EEG

sgals ae amplfe wt a aaloge amplfcato ece to oltleel. it s collecte by te compte. Te ecoe sgals may besplaye o te scee. it ca be pte o pape o stoe o tecompte a se fo acal pposes late.

Te esltg taces ae kow as Electo-ecepalogam oBa Waes

CLiniCAL TriALS,Pilot Studies

Study 1 tells abot te compaate age-wse ba actty omal sbjects

i ts sty we ae compae te age-wse Ba actty of teyog age, mle age a ol age of omal als.

As yo see ts stogam, as age aaces tee s a makeecto te Alpa waes. Ts s a omal peomeo.We also obsee tat Beta Waes become less acte as age

aaces. Ts may be e to less tellectal actty a aletess.Tee s a geeale, ffse slowg ow of wae patte at

te ole age. Ts slowg of waes occs e to ba skage,eoal loss a ee egeeato, etc.

Study 2 tells abot te compaate effect of Speba Yoga a Cotol sbject (a peso wo s totally ot awae of teSpeba Yoga Execse) a a egla pacttoe, wo pa

te Speba Yoga eglaly fo abot oe yea wtot fal.Ts s a compaate sty of Alpa wae actty to

n Bits ar mr, i mr

Ala was ar ratd

n Tr is a rlaxd

cctratd stat mid

wic maks a rsmr alrt

nTr is a sycrizati t Rit & Lt sids

t Brai

nA icras i Ala wasls rli axity & rducs

strss rlatd disrdrs

nIt strts t ImmuSystm, trby imrs t

Bdys ability t al astr

nTis is cti rrrrammi ur ircscius lls

nIt is a stat iCratiity, wic lads t

ak rrmac

BenefITS of ALphA WAveS

*)EEG a euro-ysooga measuremet of te eetra atty of te Bra, by reordg from eetrodes aed o te sa. Trougout ts study we ae foowed te teratoa 10-20 system for aemet of eetrodes.

Study 2

Study 2

As age adaes tere s a marked reduto te Aa waes.

Aboe ad beow: a omarate study of Aa wae atty troug

Suerbra Yoga, betwee a reguar rattoer ad a o-rattoer.


14/15

s


Te sbject was appase abot te tecqe etal ate aske to pefom te same.

Afte a teal of 15 mtes we ecoe te ba waaga & fo sgfcat cease ba wae actty,especally Alpa Wae actty.

We also obsee tat, by og ts execse Ba waes

mpoe te cooato a balace betwee te gtleft ses.

Speba Yoga, betwee a egla pacttoe a a o-pacttoe (cotol sbject).

Obsee tee s a fom cease Alpa wae acttytogot te Ba ts Feqecy map pogamAlpa wae actty especally te Fotal & Occpto

paetal egos s g, well appecate te SgleAmplte Map pogam

Te T Maps llstate tat te cotol sbject, te Bawae actty s -cooate a aom ate

Weeas tee s a egla, cooate actty of te Left &rgt ses of te Ba a egla pacttoe of SpebaYoga, catg Balace & Sycoato of Ba waes.

Study 3 tells abot te mmeate effect of og Speba Yoga a sbject wo s pefomg ts execse fo te fst tme ee.

Fo ts sty we coose a sbject wo was awae abotSpeba Yoga.

Study 2

Aa wae atty eseay te Frota & Oto areta

regos s g.

Study 3

OBSErvATiOnS (pcte aboe)1.Obsee, te geeale cease oeall Ba acttyespecally see ts Feqecy Map & T Map2. Obsee, tee s a geeale oeall cease te Alp

Wae actty (gee peak waes) as see te Feqecyhstogam.3.icease Alpa wae actty s best appecate oe tFotal, Paetal & Occptal egos of te Ba as see tese T Maps.4.Ts execse also Balaces te rgt & Left Ses of teBa, as see tese T Maps wee tee s a Mo mlke effect poce, acee e to Sycoato of BWaes.

After 15 mutes of Suerbra yoga we reorded a sgfat

rease bra wae atty, Eseay aa waes.

obseratos 1a

obseratos 1b


15/15

study

BEnEFiTS OF SuPErBrAin YOGAAccog to o Maste Coa Kok Sn it eeges a actates te Ban it ceases te e peacen reces psycologcal stess a ges geate psycologcalstablty

n Geate tellgece a ceattyn reglates te sex en Patal cleasg a eegg effect o cakas a aasn Tasfomato of te lowe eeges to ge eegesn Pope fctog of te ban it ceases te flow of pac eeges wt te boyn Pologe pactce makes te pacttoe geeal, smatea psycologcally balacen Sptal gowt

COnCLuSiOnAll tese beefts ae tempoay ate, f ts execse s otpactce eglaly. Te Speba Yoga mst be oe almost

eeyay to eege a actate te ba cells. To maxmetese beefts, please follow smple stctos of Maste CoaKok S. n

For further information please visit superbrainyoga.com

ALphA WAveS of gReATpeRSonALITIeS:

n eisti cam u wit

t try rlatiity i tis

Stat.

n o t Wats ad

Crick air isualizd t

dubl lix i tis mid

stat succssully cracki

t illusi arcitctur

DnA.

n Mzart cmsd music

at tis ll.

RESEARch On AlphA WAvES

1. 1978: hardt Jv ad Kamiya J ascrtaid

tat a icras ircta t Ala was was

accmaid wit a icras

i cratiity ad syclical icicy,

articularly i cmtiti

situatis. Axity ca tru

lctrcalraic ala dback

s ly i i axity subjcts.Scic.

1978 Jul 7;201(4350):79-81.

2. Wats i 1978, bsrd icras i

Ala was ad a l-trm

imrmt mmry uctii, sd

irmati, rcssi, rctiss

ad dcisi-maki ability.Cct-

maki r rblm-sli.

Aust fam pysicia. 1978 oct;7(10):sul

2-3.

3. 1993: hardt ad gal ud ut tata icras i t rcta Ala

was causs a siiicat icras

lxibility i crati idas ad imas,

wic cstitut t basis rblm

sli. Assssmt rtal lb

uctii i scizria ad uilar

majr drssi.psycatly.

1993;26(2):76-84.

4. 1994: Crawrd t al. ascrtaid

tat i rss caractrizd by bttr

durabl attti, wr rrrs ad mr

icit dcisi maki, ratr ta

stadard icras i i rqucy Ala

was i t lt brai misr ccursduri cctrati.T culmtr

ural itratr uss a bair-rlatd

crdiat systm.

J nursci. 1994 n;14(11 pt 2):6911-

23.

5. Klimsc W.: gd rrmac is

rlatd t

icras i ala wr. eeg ala

ad tta scillatis rlct citi

ad mmry rrmac: a riw ad

aalysis. Dartmt pysilical

psycly, Istitut psycly,

Uirsity Salzbur, hllbrurstr. 34,

A-5020, Salzbur, Austria.

6. M. Dlmayr, , W. Klimsc, t.al.;

Ala wr is slctily rlatd t

itllic. Ala wa wr is rlatd tt ability t rcss smatic irmati.

eeg ala wr ad itllic

Dartmt pysilical psycly,

Istitut psycly, Uirsity

Salzbur, hllbrurstr. 34, A-5020

Salzbur, Austria

7. euia Ca: T us cmlmtary

ad altrati mdici (CAM) i diatrics

as bcm widsrad. parts

yu cildr wit dlmtal ad

bairal rblmssuc as attti-

dicit yractiity disrdr (ADhD) ar

articularly draw t CAM itrtis

t aid r dcras us syctricmdicatis. T rl cmlmtary

ad altrati mdici i attti-

dicit yractiity disrdr. Jural

Dlmtal & Bairal pdiatrics,

fb, 2002

RESEARch On SYnchROnizATiOn

OF BRAin WAvES

1. 1958: garrut ad Aird ud tat i

75% t symmtrical eeg lcatis

r bt brai misrs, Ala was

wr caractrizd by i lls

sycrizati.

Studis t crtical acmakr:

sycry ad asycry bilatrally

rcrdd ala ad bta actiity.

elctrcalr Cli nurysil

Sul. 1958 May;10(2):259-68.

2. 1973: Baqust (latr Li t al.

t) ucrd siiicatly ir

sycrizati Ala was i bt

misrs l immrsd dly

i mditati.

A study rtti kwld

urscics irmati.

J Md educ. 1973 S;48(9):867-9.

3. 1974: fmi dtrmid tat icrasi

t sycricity Ala was btw

may its t crtx was

r siiicat imrmt i

syclical uctis:cctrati, rctiss,

awarss, ituiti, calm ad

li satisacti.T cts l

lacmt u eeg b idback

t mlar-bilar ctrrsy

It J psycsm. 1989;36(1-4):23-

4. Klimsc W.: Duri mtal

w dirt ural twrks m

t scillat wit di rt rquci

twrk may still scillat sycr

Mmry rcsss, brai sc

ad eeg sycrizati. Ui

Salzbur, Dartmt pys

psycly, Austria.

5. 1999: Rsarc nubau

susts tat, r mr itllit

sycrizati ccurs i trqucy Ala was udr t i

stimuli Sl rblms i t ld

fam pysicia. 1999 May 1;59(9):

2559-60. Riw

Rsarc Ala Wa actiity i e

prsalitis

It is td i t istry bk

w Ala Wa wr icras

scitists ad tr rat tik

ad tir lass isit.

fURTheR ReSeARCh

All these benefits are temporary in nature, if this exercisnot practiced regularly. The Superbrain Yoga must be dalmost everyday to energize and activate the brain cells.

Super Brain

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