My Elbert: Neurodegenerative Disease & Memory, Including Feeling of Shame

In Alzheimer’s disease, tau and another protein called amyloid-beta build up into tangles and plaques—known collectively as aggregates, which lead to Neurodegenerative Toxicity(ies)-Resulting in or characterized by degeneration of the nervous system, especially the neurons in the brain.

*Aside: An estimated 6.2 million Americans age 65 and older are living with Alzheimer’s dementia in 2021. The number of people with dementia is expected to increase to 152 million by 2050. My dad being one of those. The fundamental principle of Montessori approach is to value a patients’ naturally inquisitive and improving symptoms of dementia to foster learning in an intuitive and natural way. [Retrieved from

Interesting Research- Dementia, those with memory loss, they did have faster thinning of the entorhinal cortex due to amyloid level as well as brain shrinkage of the hippocampus. Relevantly, the Wnt pathway has been recognized as critical for the central nervous system development, several Wnt components retain their expression in the adult brain, including the hippocampus, and have proven to be fundamental in both the development and function of synapses (Inestrosa and Arenas, 2010; Inestrosa and Varela-Nallar, 2015). Altogether, these findings strongly suggest that Wnt signaling might be down-regulated during aging, leading to increased vulnerability of the neural network and increasing the risk for the onset and progression of age-related pathologies, such as AD. Wnt inhibitors, including the secreted-frizzled-related protein 1 and 2 (SFRP-1 and SFRP-2) and Dickkopf-1 (Dkk-1), all them antagonists at the cell surface. As a result, mice deficient in Dkk-1 exhibit enhanced spatial working memory and memory consolidation and also show improvements in affective behavior (Caricasole et al., 2003, 2004) [Retrieved from Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and Memory Problems?,; Scienmag. “SCIENMAG.” What Comes First, Beta-Amyloid Plaques or Thinking and Memory Problems?,;;].

Note: “One of the interesting things about the hippocampus is it can play an important role in decision-making. For example, when wildlife are presented with something new in their environment, the genes in their brains respond, helping them process the information, compare it to past experience and decide whether they should approach or avoid the novel object,” Lattin said. [Retrieved from].

A combination of patient-reported subjective cognitive impairment and measurable clinical symptoms, such as amyloid-beta accumulation in the cerebrospinal fluid, may help in the early diagnosis of Alzheimer’s disease. Subjective memory disorders in conjunction with conspicuous levels of beta-amyloid proteins in the cerebrospinal fluid are a strong indication of developing Alzheimer’s disease. This is the conclusion of a DZNE study involving about 1,000 older adults. [Retrieved from].

***Ask me about the dorsal raphe nucleus at the brainstem, TDP-43 (FTLD–TDP) folding proteins, beta-amyloid plaque build-up, Dkki-1 at the midbrain stem, prefrontal cortex and the frontal lobe for Alzheimer’s (dyslexia as well). Also ask me about the RAS-conscious around the age of three, ARAS and God awareness age 21–25 (Petty, Peter G. “Consciousness.” Journal of Clinical Neuroscience, vol. 3, no. 4, 1996, p. 390., doi:10.1016/s0967-5868(96)9004.

“Young children who are neglected or maltreated have abnormal patterns of cortisol production. Also, a family’s experience of economic hardship is associated with elevated cortisol levels among children. A mother’s depression during her child’s early years can lead to even higher cortisol levels. Under such conditions, the child becomes more vulnerable to a range of stress-related disorders affecting both mental health (e.g., depression, anxiety disorders, alcoholism, drug abuse) and physical health (e.g., cardiovascular disease, diabetes, stroke).” Also, in the early years, Comfort seeking may be difficult for people with intellectual or multiple disabilities, because they are often less securely attached or they lack the behaviors to seek comfort. In general, the experience of stress, coping with stress, attachment behaviors and disabilities seem to be closely related in this population (Janssen et al., 2002; Schuengel and Janssen, 2006; Schuengel et al., 2013; Giltaij et al., 2016). [Retrieved from;;].

Pineal Body, Pituitary & Adrenal Glands (see hypothalamus below)- synthesizes hormones such as our melatonin, serotonin, and dopamine and cortisol which helps you respond to stress (reading for example) and has many other important functions. Acetylcholine and dopamine are the bridge of the synaptic gap between neurones, are the ‘neurotransmitters in mind’ that form the substance of the volume, which is essential for consciousness. Also melatonin studies recently show that melatonin exhibits many bioactivities, such as antioxidant activity, anti-inflammatory characteristics, boosting immunity, anticancer activity, cardiovascular protection, anti-diabetic, anti-obese, neuroprotective and anti-aging activity.

Note: Students with (anger) Sympathetic Functional System Dominance (SFD) are deficient in dopamine, melatonin, and have hyer-norepinephrine production (diligence- fight, flight, flee & hyperarousal). Students with (shame) Parasympathetic Functional System Dominance (PFD) are deficient in serotonin, melatonin, and have hypo-norepinephrine production (hypoarousal, memory retrieval, diligence/motivation-freeze). Note: The pineal gland helps with a meditative state if the head is covered- it’s great for Calm (I will write more about calm ahead! Varied is, of course, Total Functional System Dominance (TFD) which is most varied in hormones and the hardest time being calm with mood swings along gaining equanimity also can be diagnosed congenital adrenal hyperplasia. [Retrieved Singleton, Omar, et al. “Change in Brain stem Gray Matter Concentration Following a Mindfulness-Based Intervention Is Correlated with Improvement in Psychological Well-Being.” Frontiers in Human Neuroscience, Frontiers Media S.A., 18 Feb. 2014].

Is there a worry gene? Yes… Silence this BDNF gene (common with OCD, Anxiety, Depression) doing the above activities. Researchers at Yale have identified a gene mutation for “rumination” — the kind of chronic worry in which people obsess over negative thoughts. It’s a variation of a gene known as BDNF that’s active in the hippocampus, an area of the brain involved in thinking and memory. Retrieved from

Bianca Jones Marlin, PhD, a neuroscientist and assistant professor of psychology at Columbia University, found that mice that had given birth are more likely to pick up crying pups than virgin animals and that the oxytocin released during the birth and parenting process actually changes the hearing centers of the brain to motivate prosocial and survival behaviors. Most importantly, The social hormone oxytocin also plays a role in facilitating empathy.(Retrieved from; Nature, Vol. 520, No. 7548, 2015).

Come to Him (Power)- Humbled by His Honor for: He might be the Lord of both the dead and the living. ‘ (Romans 14:9)

Humbled by His Honor for: ‘And hope does not put us to shame, because God’s love has been poured out into our hearts through the Holy Spirit, who has been given to us. ‘ (Romans 5:5) ‘Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God. ‘ Romans 13:1

AVOID SHAME– ASUNETOS (Strong’s #801 — Adjective — asunetos — as-oon’-ay-tos ) “without understanding or discernment” (a, negative, sunetos, “intelligent, understanding”), is translated without understanding” in Matthew 15:16 : Mark 7:18; Romans 1:31; 10:19 , RV, “void of understanding” (AV, “foolish”); in Romans 1:21 , RV, “senseless” (AV, “foolish”).


Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG;

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