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A Holistic
Health Model
in diagrams

©2010

Dr Romesh Senewiratne
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Contents:
Introduction....................................................................................7

Lateral and ventral views of brain......................................................11

Overview of the central nervous system..............................................12

Overview of the brain and nervous System..........................................13

Hypotheses on transduction of light and sound energy..........................14

Instinct, emotion and motivation hypotheses:

Properties of the conscious and subconscious mind...............................15

Motivation and the brain....................................................................16

Localised functions of the left cerebral cortex........................................17

The limbic system and emotions..........................................................18

Hypothesis regarding positive and negative emotions.............................19

Integrated model of emotional physiology.............................................20

Mind-body healing mechanisms............................................................21

Transforming negative to positive emotions...........................................22

Promoting health through healthy interests...........................................23

How what we see affects us:

Anatomy of the eye and retina............................................................24

How what we see affects us (1997 theory)............................................25

Integrated model of the visual system...................................................26

Innervation of the external eye muscles.................................................27

Influence of visual stimuli on the endocrine system.................................28

Chemistry of the stimulatory neurotransmitters......................................29


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How what we hear affects us (especially music):

Anatomy of the ear.............................................................................30

Location of the primary auditory cortex (PAC).........................................31

Neural processing of auditory signals (2000 integrative theory)................32

Location of PAC relative to cortical speech centres..................................33

Model of music perception and analysis.................................................34

Emotional reactions to music and aesthetic development.........................35

Sound influencing the endocrine system.................................................36

Perceptual discrimination in music.........................................................37

Brain structures responding to rhythmic music........................................38

Neurobiology of dance 1.......................................................................39

Neurobiology of musical emotions..........................................................40

Neuropsychology of dance.....................................................................41

Neurobiology of dance 2........................................................................42

Mental states associated with music........................................................43

Emotional reactions to music..................................................................44

Promoting health through music.............................................................45

Dangers from misused music.................................................................46

Medical conditions amenable to music therapy..........................................47

General benefits from music...................................................................48

Development of the Brain

Early intrauterine development of the central nervous system.....................49

The brain at 8 weeks gestation...............................................................50

Sagittal section of the adult brain............................................................51


4

The Thalamus and Sensory Integration:

Cortical connections of the thalamus.................................................52

Visual and auditory nuclei in the thalamus.........................................53

Cortical layers and the thalamus......................................................54

Nuclei of the thalamus....................................................................55

Connections of the thalamus with the auditory system........................56

The Basal Ganglia and Movement

Horizontal section through the basal ganglia......................................57

Location of the amygdala relative to the basal ganglia........................58

Location of the basal ganglia relative to the thalamus.........................59

Parts of the basal ganglia................................................................60

The basal ganglia and thalamus relative to auditory pathways..............60

Post-cortical processing of music and the basal ganglia.......................61

Motor homunculus.........................................................................62

The Hypothalamus, Pituitary and Pineal

Anatomy of the hypothalamus.......................................................63

Pituitary hormones.......................................................................64

The hypothalamic-pituitary-pineal axis (2009 integrative theory)........65

Stimulation of melatonin synthesis by noradrenaline.........................66

Pineal neurohormone synthesis......................................................67

Pineal biochemistry......................................................................68

Light and the pineal.....................................................................69

The pineal and hypothalamus........................................................70

Pineal secretions..........................................................................71

Pineal research - the immune system and the pineal.......................72


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Pineal research – findings by Josephine Arendt...............................73

Brief history of the pineal.............................................................74

Pineal research – refutation of the vestigial theory...........................75

Melatonin synthesis pathway........................................................76

Pineal research – suppressed information........................................77

Pineal research – magnetic field sensitivity of the pineal....................78

Cytoarchitecture of the pineal........................................................79

Pineal research – low-frequency EMR and the pineal..........................80

Hypothesis regarding the pineal and blood coagulation........................81

Integration of indole amine and catecholamine synthetic pathways.......82

Integration of Eastern and Western Health Models

1996 theory regarding pineal and midbrain function...........................83

Integration of Indian chakra model and Western Medical Science 1.......84

Integration of Indian chakra model and Western Medical Science 2.......85

Integration of Indian chakra model and Western Medical Science 3.......86

Overview of the endocrine system...................................................87

1997 hypothesis regarding sound, the pineal and thalamus.................88

Hypothesis regarding chakras and healthy energy use........................89

Integration of Chinese and Western health models.............................90

Integration of Indian chakra and Western physiology models..............91

Theories on the causation and management of dementia

Psychological factors in the development of dementia.......................92

Correctable factors in the development of dementia..........................93

Prevention and treatment of dementia by psychological means.........94

1997 theory on the development of dementia and depression...........95


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Veins draining the brain

Venous drainage of the pineal......................................................96

Venous drainage of the brain.......................................................97

The ventricles and flow of cerebrospinal fluid (CSF)........................98

Holistic healing mechanisms

Mind-body healing mechanisms....................................................99

Positive motivation responding to healthy instincts.........................100

Transforming negative emotions to positive emotions.....................101

Analysis of positive and negative emotions....................................102

Influence of the auditory system on the brain and mind....................103

Influence of the visual system on the brain and mind.......................104

The brain, mind, heart and immune system

Generation of heart disease by mental stress 1.............................105

The heart-brain relationship.......................................................106

Anatomy of the heart.................................................................107

Generation of heart disease by mental stress 2..............................108

Influence of emotions on the immune system.................................109

Influence of experiences on the immune system.............................110

Analysis of environmental causes of cancer....................................111

Holistic psychiatry

Progression from delusion to sanity..............................................112

The consequences of believing one has a sick mind.........................113

Essentials of holistic medical history-taking....................................114


7

INTRODUCTION:

This collection of diagrams was drawn between 1995 and 2010, and is
part of my attempt to create a holistic model of the brain and mind that
incorporates a health, rather than a disease, paradigm.

The model I studied at the University of Queensland in the late 1970s and
early 1980s was focused on disease, and deeply splintered between
neurology and psychology. Medical courses around the world still are.
Diseases of the brain and nervous system, I learned, were termed
neurological diseases, while diseases of the mind were termed
“psychiatric disorders”. Many years working as a family doctor illustrated
the limitations of this model when it comes to understanding and
promoting health, rather than disease.

In 1995, after seven years in general practice, I took some time off
medicine to focus on music and a project to record live bands in
Melbourne. I had set up a recording company with two of my band
members in 1994, and planned to establish an organization called Groove
On, with the objective of promoting Melbourne’s thriving youth musical
scene. The organization was intended to foster a cooperative rather than
a competitive environment for sharing music. I was on top of the world,
enthusiastic and highly “goal directed”. In psychiatric terms, I was
suffering from “hypomania”.

Hypomania is defined as a period of elevated, expansive or irritable mood


that lasts longer than five days. It is accompanied by an increase in goal
directed activities (motivation), creative activity and reduced need for
sleep. At the time I regarded my mental state as a state of creative and
motivational excitement. This excitement was accompanied by various
insights into psychology and the brain, especially regarding attention and
concentration, the development of aesthetic and memory, the influence of
preconceptions and prejudices on behaviour, instinct theory and the
excessiveness of memorisation in medical education. I was also
particularly interested in the mysterious pineal organ in the brain and
curious as to why so little about the pineal was making it into the medical
texts that students studied from, and the journals general practitioners
learned from.
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The diagrams in this book chart the evolution of my ideas about the
relationship between the mind and body (including the brain). These ideas
started crystallising in 1995, with an insight, gained after an afternoon
spent painting with my then two-year-old daughter, that communication,
curiosity and play are instincts that can be used therapeutically for the
promotion of physical and mental health. For example, promoting
curiosity and self-directed learning can be used to prevent and perhaps
remedy dementia, while promotion of communication, curiosity and play
can also be of value in the treatment of depression and melancholia. In
addition, promoting curiosity and the instinctual drive for exploration can
be used to promote physical activity – walking in particular. Play, to use
the term broadly, can include ‘playing’ music and musical instruments,
which provide broad health benefits.

I remain particularly interested in how what we see and hear affect our
health. This includes both negative and positive influences in our health
and sanity – what we see and hear can create delusions, and lead us in
directions that are not conducive to health. At the same time there has
been inordinate focus on what we consume as it relates to our health,
rather than what we see, hear or do. Recent research in the
neurosciences has demonstrated that the brain continues to form new
connections throughout life. It seems reasonable to suppose that focusing
our attention on what is beautiful, truthful, gentle, graceful and
harmonious, can promote health, while an excessive focus on what is
ugly, dishonest, violent, clumsy and discordant has opposite effects
(though discordant sounds have their place in music).

In the integrated model that I explore in this book of diagrams, I present


a model of emotions that is significantly different to existing models of
emotion, mood and so-called “affect”. The biological psychiatry model, in
which I was trained as a medical student and junior doctor, tended to
describe positive emotions (such as elevated and expansive mood,
excitement and euphoria) as evidence of pathological mental states. In
addition, sadness (which is usually understandable if the sad person is
listened to carefully) is routinely attributed to a “chemical imbalance” and
a “brain disorder” termed “depression”.
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In the model I began developing in 1995 I considered different emotions


individually, drawing on the discoveries of comparative biology,
evolutionary biology and psychology and my own observations of
patients, family members and friends (and myself). As you will see, my
thinking on the matter of emotions and what might be regarded as
healthy and unhealthy emotions has changed considerably over the years.
I’m sure it will change further in time. Emotions are difficult to define and
understand, and researching the neurobiology of emotions is at the
cutting edge of the neurosciences. What is already clear, though, is that
the dominant models in medicine and psychiatry regarding emotions and
mood are seriously flawed and badly in need of revision. I hope to
contribute to this re-evaluation of emotions through the theoretical work
that is outlined in these diagrams.

Every action prepares the brain for more action along the same lines.
Pathways that are used a lot become habituated – they conduct electricity
faster and more efficiently. Also, neurotransmitters stored in vesicles at
the tips of axons (the outgoing or efferent nerve processes) are better
able to release the chemical messengers that carry signals to the next
cell. This is the mainstream view of brain organization, one that I will use
to build a more complex model of how the brain, mind and body work
together to promote health, and how we can facilitate these healing
mechanisms by paying attention to what we look at and listen to.

It is said that a picture tells a thousand words. In this book I am going to


share my diagrams with a minimum of text. More detailed work
explaining my theoretical work on the neurobiology of music, the pineal,
schizophrenia, mood and affect, and disease creation by the medical
profession can be found on my Scribd and You Tube sites.

It is self-evident that activity in the brain controls physical (physiological)


and chemical (biochemical) activity in the body. Without activity in the
brain there can be no voluntary contraction and relaxation of the muscles
that enables all voluntary actions. Without activity in the brain, there can
be no sight, hearing, smell, or taste. There is no sense of touch or
position without the brain. At the same time, what we do, what we see,
hear, smell, taste and touch also change the brain – how it is wired and
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how it functions. This is obviously the case in babies and young children,
but it remains the case when we get older.

The human brain is estimated to contain about 100,000,000 neurons, and


many more supportive glial cells, including astrocytes, oligodendrocytes,
microglia and ependymal cells. It is generally accepted that mental
processes (the mind) are emergent phenomena arising from the
organization of these cells, especially the neurons, of which several types
have been identified (based on differences in their shape, their physical
properties and chemistry).

Modern neuroscience has indicated that the nerve cells (neurons) in the
brain and nervous system are losing and forming new connections
throughout life. Though there is a gradual reduction in the number of
neurons in the brain from the third year of life, the surviving cells have
the potential to connect with other nerve cells through increasingly
complex, branching axons and dendrons. This means we can be
developing our brains, and improving them, throughout life.

Continuing to develop our brains throughout life requires us to pay


attention to what we see, hear and do. Every experience can be a
learning experience, and self-directed learning has many advantages over
didactic learning. When I began theorising on learning and education I
was reacting to what I saw as an excessive focus on memorisation in the
medical curriculum rather than education about how to read and listen
critically and analytically. I thought that if we focus on seeking new
knowledge for its own sake, and seek healthy knowledge (not just
knowledge about health) it provides a mechanism to fend off age-related
dementia and depression at any age. There’s a lot to be curious about.
And curiosity didn’t kill the cat – it just made the cat wiser.
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Diagram 1 (1998):

Lateral and ventral views of the brain showing the four outer lobes of the
cortex and the cerebellum:
12

Diagram 2 (1998): Overview of the central nervous system, with


redefinition of “midbrain” (based on adult, rather than embryologic
anatomy):
13

Diagram 3 (1999): Orthodox overview of brain and nervous system:


14

Diagram 4 (1999): Hypotheses on light and sound energy transduction.

From The Politics of


Schizophrenia, 2000
15

1995 INSTINCT AND MOTIVATION THEORY


Diagram 5 (1996) This theory, developed since 1995, looks at properties
of the conscious and subconscious minds and their neural substrates,
integrating a theory of motivation defined as an interplay between
instinct, conditioning and free-will. (from Alpha State – a state of mind for
the New Age, 1996)
16

Diagram 6 (1996): 1995 hypothesis regarding the relative roles of the


forebrain, midbrain and hindbrain in mediating and motivating behaviour
(from Alpha State)
17

BRAIN FUNCTIONAL LOCALISATION


Diagram 7 (1996): Some known localised functions of the left-sided
cortex:

Paul Broca’s discovery of a localised area of cortex involved in the


generation of speech, followed by Carl Wernicke’s identification of another
area necessary for comprehending speech gave impetus to the pseudo-
science of phrenology. Phrenologists of the nineteenth century ascribed all
manner of mental attributes, often arbitrarily, and with little scientific
justification, to parts of the brain surface (and by inference to bumps and
irregularities of the skull, which were carefully measured with specially
designed instruments).

It is important to avoid the mistakes of the phrenologists when


developing functional brain-mapping, however many mental abilities do
have localised neural substrates, while many involve a number of parallel
circuits and synchronised function of several parts of the brain.

For example, looking for a ‘part of the brain’ responsible for creativity,
wisdom, music or emotions is likely to be, at best, over-simplistic.
Memory, too, cannot be localised in this way, though certain structures,
such as the hippocampus, mammillary bodies and the hypothalamus are
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clearly required for the formation and recall of memories. Likewise,


structures such as the nucleus accumbens and amygdala are clearly
involved in emotional reactions, along with many others.

Shown in red in the next 2 diagrams are structures included by James


Papez (in 1937) as the Limbic System, which he held to be specifically
involved in mediating emotional reactions. Given that Papez developed his
hypothesis by injecting cats with rabies, little attention was paid to
positive as opposed to ‘negative’ emotions of fear and rage. This has been
an ongoing failure in subsequent experimental psychology research on
emotions, given that much continues to involve assessments of the
results of cruelty to animals.

The model presented in the following diagrams draws inferences from


commonsense observations about emotional reactions, integrated with
the known neural connections between the limbic structures,
hypothalamus and pituitary. My work integrating this model with
contemporary and ongoing discoveries about the pineal gland, and the
hormones it produce (including melatonin) can be found on pages...

Diagram 8: The Limbic System as


depicted in Snell’s ‘Clinical
Neuroanatomy’, 1980. The location
of the pineal, absent from the
source diagram, has been added.
The notes at the bottom of the
diagram explore positive and
negative emotions as a polarity
between love and fear. The
possibility that the pineal is involved
in the timing of thoughts was
speculative.
19

Diagram 9 (1996): Early theory on the limbic system and emotional


reactions. Though modern psychiatry and psychology have recently been
referring to positive and negative emotions, it’s not so clear what they
are.
20

Diagram 10 (2000): This diagram, from The Politics of Schizophrenia


(2000) develops the concepts of positive and negative emotions,
integrating these with parts of the brain that are known or can be inferred
to be involved in emotional reactions. The connection between the limbic
structures (only some are shown in the interests of simplicity) and the
hypothalamus provides a physiological mechanism by which positive
emotions can facilitate the function of the pituitary and autonomic
nervous system, promoting health through the mind-body relationship.
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Diagram 11: 1995 integrative hypothesis regarding the mind-body


healing mechanism, in which my theory of motivation by (mostly)
‘positive’ instincts is expanded to show how satisfaction of these
instinctual drives can promote health through the endocrine (hormonal)
secretions of the pituitary and pineal, and modulation of the activity in
autonomic nervous system by the hypothalamus (under the influence of
our perceptions, emotions and various thought processes).
22

Diagram 12 (2003): Method of transforming negative to positive


emotions.
23

Diagram 13 (2003): Promoting health through healthy interests.


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How What We See Affects Us


Diagram 14 (1998): Parts of the eye and structure of the retina.
25

Diagram 15 (1997): Analysis of how what we see affects us, integrating


chakra model (on right of diagram):
26

Diagram 16 (2007): Integrated model of the visual system


27

Diagram 17 (1996): Innervation of external eye muscles. These have a


relevance to the development of the visual aesthetic in 2, 3 and 4
dimensions.
28

Diagram 18 (1997): Influence of the visual system on the endocrine


system.
29

Diagram 19 (1998): Chemical structures of the main stimulatory


neurotransmitters.

There are several other important neurotransmitters, notably Glutamate


and Gamma Aminobutyric Acid (GABA). GABA is the main inhibitory
neurotransmitter in the brain and is the dominant neurotransmitter in the
whole brain – stopping unwanted neural activity is vital for health, both
physical and mental. This is especially so in a world filled with information
overload.
30

How What We Hear Affects Us


Diagram 20 (1997): Parts of the ear and their connection with the brain.
31

Diagram 21 (2010): Location of the Primary Auditory Cortex (PAC)

The primary auditory cortex is located in Heschl’s gyrus, and receives


auditory signals from the medial geniculate nucleus (MGN) of the
thalamus. Auditory data is transmitted from the PAC to the secondary
auditory cortex, which is located adjacent to the PAC in the superior and
middle temporal gyri.

There is functional asymmetry between the left and right-sided auditory


areas. For more details please see “The Brain’s Processing of Music”:

http://www.scribd.com/doc/76085344/The-Brain-s-Processing-of-Music-by-Dr-Romesh-Senewiratne
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Diagram 22 (2000): Overview of neural processing of auditory signals.

For more detail, and explanation of these diagrams, please see The
Brain’s Processing on Music, published on Scribd:

http://www.scribd.com/doc/76085344/The-Brain-s-Processing-of-Music-by-Dr-Romesh-Senewiratne
33

Diagram 23 (2011): location of PAC relative to speech centres in the left


hemisphere.
34

Diagram 24 (2000): Model of music perception and analysis:


35

Diagram 25 (2000): Emotional reactions to music fostering development


of aesthetic appreciation.
36

Diagram 26 (1999): Mechanism by which sound can affect the endocrine


system (from An Integrated Model of the Brain and Mind, 1999).

The diagram above is highly simplified. There are several stages of


auditory processing between the auditory nerves and the medial
geniculate nucleus of the thalamus. It should also be noted that effects of
emotions on the hypothalamus via the limbic system influence the
autonomic nervous system as well as the endocrine system (via the
pituitary and pineal, as indicated in the diagram).
37

Diagram 27 (2000): Listening is more than just hearing.


38

Diagram 28 (2009): An exploration of brain structures involved in


emotional reactions to rhythmic music.
39

Diagram 29 (2009): Neural structures implicated in mental and motor


control of dance.
40

Diagram 30 (2009): Looking in more detail at the structures subserving


emotional reactions to music.
41

Diagram 31a (2000): Exploration of the neuropsychology of the dance


urge
42

Diagram 31b: Neurobiology of dance 2


43

Diagram 32 (2000): Overview of mental states associated with music


44

Diagram 33 (2000): List of emotional reactions to music with and without


words
45

Diagram 34 (2000) Some basic principles for music therapy that can be
used for self-therapy. From Music and the Brain (2000).
46

Diagram 35 (2000): List of some dangers from misused music and


unhealthy music.
47

Diagram 36 (2000): Some groups of medical conditions that can benefit


from specifically-designed music therapy programs.
48

Diagram 37 (2000): General benefits from well-selected music.


49

Development of the Brain


Diagram 38 (1999): Early, intrauterine development of the brain
50

Diagram 39 (1999): The brain, at 8 weeks gestation. The organ remains


constantly active from a few weeks gestation until death.

Embryologically, the ‘midbrain’ includes only those structures that develop


from the mesencephalon. Strictly, then, the hypothalamus, basal ganglia,
most of the limbic system and the thalamus are forebrain, rather than
midbrain structures. During ontological development, the cerebral
hemispheres of the prosencephalon enlarge massively, obscuring the
deeper diencephalon and mesencephalon.

In some of my earlier diagrams I refer to a number of diencephalon


structures as “midbrain” structures. This can be confusing. Technically,
the middle of the brain is not the “midbrain”, as I suggest in the following
diagram.
51

Diagram 40 (1998): Sagittal section of the brain, based on an illustration


in Snell’s Clinical Neuroanatomy (1980). In this diagram an odd shape of
the cingulate gyrus is included, since it was in the original. The diagram
shows the relative positions of the pituitary and pineal glands.
52

The Thalamus and Sensory Integration


Diagram 41 (1998): The thalamus is intimately connected with most parts
of the cortex. This diagram, based on an illustration in Snell’s Clinical
Neuroanatomy (1980) shows the reciprocal connections between the
different nuclei of the thalamus and parts of the cerebral cortex. More
detail has been discovered in recent years, but this model, originally
published by the famous medical artist Dr Frank Netter in the 1960s, has
been generally shown to be accurate.
53

Diagram 42 (2010): The left thalamus showing the location of the lateral
and medial geniculate nuclei. The medial geniculate nucleus (MGN)
receives auditory information and the lateral geniculate nucleus (LGN)
receives visual information. From the MGN the data is transmitted to the
auditory cortex in the temporal lobes before being transmitted to other
parts of the brain. In the visual system, data is transferred from the LGN
to the visual cortex in the occipital lobes (at the back of the brain).

The pulvinar, adjacent to the MGN and LGN is involved in selective


attention and concentration on specific sensory modalities. The other
nuclei of the thalamus include discrete collections of neurons that have a
close, bi-directional, topographical relationship with the cortical layer of
the brain. Embryologically the layers I, IV, V and VI of the cortex grow
with direct connections to the thalamus (layer I and IV are input layers,
layers V and VI provide outputs to the thalamus).

Functionally, then, the thalamus works in intimate detail with the cortex.
The localisation in function that is evident in the cortex also applies to the
thalamus, although the structure also enables integration of sensory
inputs, and selective attention and concentration on salient aspects of our
environment. Deciding what is salient, though, is likely to have more to
do with cortical function (especially that of the frontal lobes) and activity
in the limbic system than the thalamus.
54

Diagram 43 (2012): Relationship of cortical layers with the thalamus


55

Diagram 44 (2010): The nuclei of the thalamus


56

Diagram 45 (2010): Connections of the thalamus with the auditory


system.
57

The Basal Ganglia and Movement


Diagrams 46 and 47 (1999): Views of the basal ganglia, that I learned in
medical school are like a “starter motor” in the brain. This is something of
an oversimplification, though these complex structures are involved in
initiating movement. They’re also involved in emotional reactions.

Diagram 46

Naming the parts of the basal ganglia and decisions about which
structures to include in the term are subject to disagreement by experts.
Some classify the layer of homogenous cells deep to the insula and
superficial to the putamen (the claustrum) as a part of the basal ganglia.
Others regard the claustrum as a deep, extra layer of the insula. The
input nuclei of the basal ganglia are the caudate nucleus and putamen.
These receive outputs from the frontal, parietal and temporal lobes of the
cortex. The frontal lobe inputs include pathways related to voluntary
movements and are implicated in Parkinson’s Disease and drug-induced
Parkinsonism.
58

Diagram 47 (1999): basal ganglia, showing location of the amygdala at


the end of the tail of the caudate nucleus. The amygdala is involved in
certain emotional reactions (excitement, fear and anger).
59

Diagram 48 (2011): location of the basal ganglia (red) and thalamus


(yellow)
60

Diagram 49 (2011): parts of the basal ganglia. The nucleus accumbens is


involved in pleasurable emotional reactions.

Diagram 50 (2011): location of the basal ganglia (red) and thalamus


(yellow) relative to the subcortical auditory pathways (green).
61

Diagram 51 (2011): Pathways involved in post-cortical processing of


music.
62

Diagram 52: Motor Homunculus


63

Diagram 53 (2011): The hypothalamus

Pineal

Mammillary body

Pituitary gland

Paraventricular
Anterior nucleus
hypothalamic
Preoptic nucleus Dorsomedial nucleus
nucleus

Posterior nucleus

Ventromedial nucleus
Suprachiasmatic nucleus

(circadian rhythms) Supraoptic nucleus


64

Diagram 54: Pituitary hormones


65

Diagram 55: hypothalamic-pituitary-pineal axis


66

The Pineal Gland (organ)


Diagram 56: Stimulation of melatonin synthesis by noradrenaline
67

Diagram 57: pineal neurohormone synthesis


68

Diagram 59: pineal biochemistry


69

Diagram 60: light and the pineal


70

Diagram 61: the pineal-hypothalamus connection


71

Diagram 62: Pineal secretions


72

Diagram 63: pineal research – immune system and the pineal


73

Diagram 65: pineal research by Josephine Arendt


74

Diagram 66: Brief history of the pineal


75

Diagram 67: pineal research – refutation of vestigial theory


76

Diagram 68: Melatonin synthesis pathway in 1980 medical textbook


77

Diagram 69: pineal research – 1980 textbook showing subsequently


suppressed information about the pineal
78

Diagram 70: Becker’s theory regarding magnetic function of pineal


79

Diagram 71: cytoarchitecture of the pineal


80

Diagram 72: Pineal research - effect of EMR on the pineal


81

Diagram 73: Hypothesis regarding magnetic fields and blood coagulability


82

Diagram 74: Integration of indoleamine and catecholamine synthesis


83

Integration of Eastern and Western Health Models


Diagram 75 (1996): Hypothesis regarding pineal and midbrain function
84

Diagram 76: Integration of Indian chakra model with Western scientific


model 1
85

Diagram 77: Integration of Indian chakra model with Western scientific


model 2
86

Diagram 78: Integration of Indian chakra model with Western scientific


model 3
87

Diagram 79: Overview of the endocrine system


88

Diagram 80 (1997): Hypothesis regarding sound, the pineal and thalamus


89

Diagram 81: hypothesis regarding chakras and healthy energy use


90

Diagram 82: Integration of Chinese and Western health models


91

Diagram 83: Integration of Indian chakra and Western physiology models


92

2000 theories on the cause and prevention of dementia


Diagram 84: psychological factors in development of dementia
93

Diagram 85: Correctable factors in development of dementia


94

Diagram 86: Prevention and treatment of dementia by psychological


means
95

Diagram 87 (1997): theory on development of dementia and depression


96

The Brain, heart and immune system


Diagram 88: Venous drainage of the pineal
97

Diagram 89: Venous drainage of the brain


98

Diagram 89: The ventricles and flow of cerebrospinal fluid (CSF)


99

Holistic Healing Mechanisms


Diagram 90 (1997): Mind-body healing mechanism
100

Diagram 91: Positive motivation by responding to positive instincts


101

Diagram 92: Transforming negative emotions to positive emotions


102

Diagram 93: Analysis of positive and negative emotions


103

Diagram 94: Influence of the auditory system on the brain and mind
104

Diagram 95: Influence of the visual system on the brain and mind
105

The Mind, Brain, Heart and Immune System


Diagram 96: Generation of heart disease by mental stress 1
106

Diagram 97: The heart-brain relationship


107

Diagram 98: Anatomy of the heart


108

Diagram 99: Generation of heart disease by mental stress 2


109

Diagram 100: Influence of emotions on the immune system


110

Diagram 101: Influence of experiences on the immune system


111

Diagram 102: Analysis of environmental causes of cancer


112

Holistic Psychiatry
Diagram 103: Progression from delusion to sanity
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Diagram 104: The consequences of believing one has a sick mind


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And finally: essentials of holistic medical history-taking

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