Irene Baron's Blog, page 2

HUMAN RIGHTS IN EDUCATION

HUMAN RIGHTS IN EDUCATION      
www.irenebaron.com     5 January 2025
 

As one of the most highly awarded teachers in the United States, I recognize that knowledge of human rights lies at the very heart of education. 

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Human rights laws are a requirement in our modern world where different cultures and religions coexist. Citizens must know what the laws are.

Educators at all levels and in all fields of study are entrusted to create future informed, compassionate, and active citizens. As mentors to their communities, every teacher must integrate human rights into every action in and out of their classroom. I recommend educators across the nation be required to complete college diversity classes as a part of their teacher certification. 

Imbedded into any teacher’s thoughts, speech, or actions should be unspoken lessons in human rights that encourages students to learn empathy. They will also learn to  respect diversity and hopefully have a peaceful coexistence among themselves.  Students should experience being treated equally throughout their education and  learn to advocate for their own rights and the rights of others.

Any social inequality in any education environment must be addressed as it happens.


Implementing HRE in the Classroom

The topic of human rights should be integrated into every subject as part of the classroom lesson whenever the occasion arises. In classes specifically including human rights as a topic, students should be encouraged to participate in dialogue, debate, and collaborative learning. Classroom norms should established to an inclusive and supportive learning atmosphere. In schools where negativity concerning human rights has occurred, administrators must ensure their staff reflects principles of human rights. Speakers addressing the topic during an assembly would be in order.

Challenges and Considerations

Educators encounter challenges in their schools in that there may be inadequate materials and training that impedes human rights education. Specific regions may have diverse cultural perspectives that need to be addressed. If district and state policies do not prioritize diversity training, teachers must advocate for inclusion.

 The Role of Educators as Human Rights Advocates

As educators, teachers play a pivotal role in modeling human rights principles by example. They are to provide students with respect, fairness, and empathy in all interactions. Students should feel comfortable voicing their opinions. Student representatives should be asked to participate in decision-making processes and engage in community initiatives. In the meantime, there should be annual human resources education training for staff to keep them informed about current issues and/or any changes in local or state requirements.
 

Conclusion

Incorporating human rights education into our teaching is not merely an addition to the curriculum but a fundamental approach to shaping conscientious and future active members of society. By embracing HRE, we contribute to the development of a world where human dignity is upheld, and justice prevails. All educators should be a human rights advocate. Education if the most powerful tool  to change our world.

 

 

BEST INTERNATIONAL MATHEMATICS TEACHING PRACTICES 2024

Best International Mathematics Teaching Practices 2024

by Irene Baron 
Award-Winning Educator & Keynote Speaker

 

Do not blame industry for having to import engineers and mathematicians from other countries. United States schools are not producing them .

The United States public education systems began failing 40-years ago and flattened out for the last ten years leaving the United States  educationally at the bottom 25 percent out of 85-industrialized nations according to test results on the international Programme for International Student Assessment (PISA) tests in mathematics.

Teaching of mathematics will make or break the economic structure of the United States. If industry cannot find needed mathematicians and engineers to hire within our country, they have no choice but to bring them in from elsewhere to make up for the deficient.  

PISA tests prove our schools are failing. Politicians rob education assets for their pork projects. Parents don’t care and children can’t vote. We have reached the bottom and the only way out is to change the status quo.

Teacher salaries within the Unites States are so low, citizens with brilliant minds have better options than the education field. As an experienced educator in various school districts in the states and for the Department of Defense in Germany, I have seen the best and the worst. Countries with students high PISA scores pay teachers good salaries.

Named an Ohio Governor’s Fellow and commended by the Ohio Senate and House of Representatives for my visionary approach to education and commitment to teaching, I was named Ohio’s Technology Teacher of the Year by AT&T. I changed every classroom in which I taught and after 40 years still have students who consider me the best teacher they ever had! One former student told me this year that for 42-years, the first thing she thinks of every morning when she wakes up is me. Astounded, when she told me, I asked why. She replied, “Because I never learned as much as in your classroom. You were the best teacher I ever had. “That proved to me students want to learn.

After the farce of education during Covid when the majority of our schools closed, student education basically stopped. When schools reopened, 18-million students K-12 refused to return to the classroom.

When colleges complain incoming  freshman are unprepared and many can’t read, the public points to schools and say, “Be ashamed!” Yet, nothing is done to remedy the situation.

It’s time to create an education system that excites students to excel and motivates teachers to become empowered and make every day one of their best. 

Technology is no longer a luxury. It is a necessity. Schools are currently preparing students for jobs that won’t exist in a few years when 50% of all jobs will be automated. All students must have data literacy tools to thrive.

As an Information Specialist, I gleaned information about schools internationally and found the two most dynamic and successful educational paradigms.  Using them, teachers will be motivating students to excel. 

Change must take place NOW. Students must be in classrooms, not isolated at home. They must learn skills in interpersonal cooperation, technical systems, cognitive abilities, and more.  

The first changes needed are politicians. They make or break schools.  Remove from office those who do not support funding schools.

For example, in the 1970’s, Ohio legislators passed a law stating Ohio schools would never receive more funding than given that year. With books $7.00 in 1979 and over $100 each in 2024, schools resorted to not distributing books to students. They use books only in the classrooms. Schools had to remove expenditures except for low salaried teachers.

The Ohio Supreme Court TWICE ruled that law be rescinded. The OHIO SENATE & OHIO HOUSE OF REPRESENTATIVES TWICE IGNORED THE OHIO SUPREME COURT RULINGS. Consequently, a child born in Ohio is educationally disadvantaged at birth!

We are stronger together. Our local, state and national governments must collaborate and create dedicated funds for schools as they move forward in the new education paradigm.  There must be government reviews for student assessments and teacher accountability. Parents must have access to assessments and growth of knowledge within every class and school in their school district.

Two Outstanding International Math Teaching Practices 

METHOD #1  KHAN ACADEMY

Each student will have 50% of the day learning in the traditional methods of education. The other 50% of the day, students will be using a computer where they learn at their own pace. The traditional teacher will be monitoring, instructing, and assisting students as needed. Volunteers may be trained to help until the students get used to the easy teaching/tutoring/testing system Pre K-12 to college. There is a world class FREE on line education system available for families of children ages 2 and above.

The number one choice for educators across the globe is the FREE NONPROFIT KHAN ACADEMY founded by Salman Khan. It opened its doors in Mountain View, California in 2014. The mission of the Khan Academy is to “provide free, world-class education for anyone, anywhere.” Khan Academy is a 501(c)(3) nonprofit mostly funded by donations coming from philanthropic organizations. In 2018 it had $31 million in revenues. It is world class. 50% of each day your students will be working with world class programs that will allow them to compete with students around the world.

The Khan Academy currently has over 70 million people using their programs. Over 2 million students use it to prepare for the SAT.

In the classroom during student technical learning, there will be group learning during peer or teacher interactions. Discussions, debates, question and answer sessions, and learning activities take place with the teachers while students learn on the computers, will accelerate learning. Classrooms will have a combination of 50% traditional and 50% nontraditional teaching each day. Students will cultivate a learning mindset that will help them the rest of their life.

Teachers will be empowered with automatic rostering and score imports as each student learning path is based on their individual continual growth assessment results. Real time reports enable small-group interventions if several are experiencing the same problem. School administrators have daily access to results.

In 2017 Khan Academy became the official practice partner for the College Board’s Advanced Placement. It provides online courses for students preparing for AP Chemistry, Praxis Core and MCAT, Code.org’s Hour of Code and provides coding lessons on its website.It is available in 42 languages and 20,000 subtitle translations available. Their YouTube channel has 7.74 million subscribers for their videos which have been viewed over 2 billion times.

The Khan Academy is a game changer and supports more than 100 public school districts in the United States including Detroit, Trenton, and Omaha.

METHOD #2      SINGAPORE MATH                   

Students taught using the Singapore Math teaching method  tested out as the best math students in the world. Their Programme for International Student Assessment (PISA) math scores were not only highest, but they ranked way above the scores of students from 85 industrialized nations. 

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The term, “Singapore Math” refers to a teaching method and curriculum developed in Singapore.  It is known for its effectiveness in helping students develop a deep understanding of mathematical concepts. The curriculum draws on the work of renowned mathematicians such as Jerome Bruner, Zoltan Dienes, and Jean Piaget, as well as research on cognitive development and learning theories.

This method of teaching can be expensive as books and materials must be acquired and staff trained. The effectiveness of Singapore Math has been widely recognized internationally. It has consistently ranked among the top-performing countries in international assessments such as the Trends in International Mathematics and Science Study (TIMSS) Many countries have adopted or adapted elements of the Singapore Math curriculum in their own education systems to increase math skills within schools.

The Singapore Math curriculum problem-solving and critical thinking skills are the central focus of learning mathematics. The teaching aims to develop students' ability to think logically, analyze problems, and apply mathematical concepts to real-life situations. The curriculum is designed to be coherent and focused, with topics introduced in a spiral progression. 

In spiral progression, concepts are introduced in a progressive manner. Topics are revisited in subsequent grades to reinforce learning and deepen understanding. This spiral approach helps students develop a strong foundation and ensures that they do not forget previously learned concepts.

The Singapore Math curriculum problem-solving and critical thinking skills are a central focus of teaching and learning mathematics. The teaching aims to develop students' ability to think logically, analyze problems, and apply mathematical concepts to real-life situations.

Emphasis on conceptual understanding, model drawing, and mastery-based learning sets Singapore Math apart from traditional approaches to mathematics education. The curriculum emphasizes building a solid foundation for mathematical concepts. Instead of simply memorizing procedures, students are encouraged to understand the underlying principles and relationships in mathematics.

There is much use of Model drawing that involves representing word problems with diagrams or bar models. Bar models help students visualize and solve word problems by representing quantities and relationships graphically and help them visualize and understand the relationships between different quantities in a problem. By breaking down complex problems into simpler parts, students solve them more effectively.

Using a progression of concrete- pictorial- abstract approach, students start by working with physical objects or manipulatives to understand mathematical concepts concretely. They then progress to using pictorial representations before moving on to abstract symbols and equations. It is very similar to the Montessori method of teaching.

Students are encouraged to master their knowledge by developing a deep understanding of mathematical concepts rather than simply memorizing formulas or procedures. This approach promotes conceptual understanding, allowing students to apply their knowledge flexibly in various contexts.

To ensure these tactics are used in every classroom, there is a strong emphasis on teacher training and professional development. Teachers are provided with comprehensive training on the curriculum, instructional strategies, and assessment methods. The curriculum is organized into specific topics and learning objectives, providing teachers with clear guidelines for instruction. This ensures that they have a deep understanding of the mathematical concepts and pedagogical approaches required to effectively teach Singapore Math.

Resources:
Ministry of Education, Singapore - https://www.moe.gov.sg/
Singapore Math Inc. - https://www.singaporemath.com/
National Council of Teachers of Mathematics (NCTM) - https://www.nctm.org/
“The Secrets to Singapore's World Class Math Curriculum” by Wenxi Lee

NOTE:
Funding for several years should be directed toward teacher training and revolutionary education initiatives in the form of a “transformation fund” for the transition in teaching and learning to one of the two methods of teaching math and other subjects.

The fund should be directed to schools dependent upon their enrollment. Funds must be available to maintain and update computers as students will be working separately on them 50% of each day. It is an absolute necessity that during their tech time, each student must have a computer exclusive to them.

 Inequalities between school districts across the United States must be addressed. The digital divide between students with the internet and those without will be eliminated as each student will spend half of each school day throughout the school year experiencing technical education.

 

Irene Baron is an Information Specialist trained by the World Council of Engineers in the United Kingdom and an award winning author. As one of the most highly awarded educators in the United States, rooms become quiet when she  is asked a question. With a BA in science from Hiram College and MA from Ohio University in Educational Leadership and Administration, her research in the field of education has provided much insight into problems within American schools. Read more of her blogs at irenebaron.com.

HELP ANCHOR 100 AMISH HOMES FOR HURRICANE VICTIMS IN NC

100 Amish Built Homes for Hurricane Victims Need Anchors 
 www.irenebaron.com   7 December 2024\

I am putting this out as a “heads up” for a volunteer opportunity.

FEMA kicked hurricane victims out of the 100 small homes the Amish from Pennsylvania built. They stated the homes were not anchored to the ground as required in the 2018 North Carolina Health Code. 

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I found anchors that each require 14,000 pounds of pressure to pull out of the ground.  I am trying to find if anyone will help fund such a volunteer venture. Volunteers from the Midwest would meet at the Amish homes and work to place the anchors in the ground. I will follow this up with data as to costs of the whole project. 

As a citizen of the United States, I have had great anguish when I keep seeing the evidence of what FEMA is doing to survivors of the North Carolina and other states hurricane victims. 

My resident state of Ohio has more Amish citizens than any other. I know how compassionate they are and how they give of their time, funds, and love to help others. The news of Pennsylvania Amish men and women taking 56 buses with supplies to North Carolina to build 100 small homes for hurricane victims was like a fresh rose after a skunk. The homes were                                         built by teams that changed every five days. 

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Hurricane victims were beginning to move into the beautifully constructed homes when told they had to evacuate them. The homes “didn’t reach the health code” adopted in 2018 because they were not anchored to the ground.

Checking on ways to anchor a small home, I learned there are different types of anchors.  There were several that each required 14,000 pounds of pressure to pull them out of the earth. One should be placed in the ground and attached to each corner of the Amish homes. Dependent upon the weight of the homes, other anchors could be placed along the base timber. That would pass legal muster for the anchors.  Determine the weight of the homes and that would tell you how many anchors to attach to each home. Can anyone help me with that?

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Volunteers from the Amish in Pennsylvania, citizens in Ohio, and other states could drive to the 100 Amish homes to anchor the homes to the ground and show FEMA the homes are ready for occupation. 

The Field Organizer for the Zanesville Hurricane Relief Team since 2005, a Zanesville veteran, is going to speak to current hurricane relief volunteers. He has organized volunteers from Zanesville and nearby areas to help hurricane victims since New Orleans was devastated. His volunteers normally used own funds to buy everything needed for the victims, rent trucks, buy gas for the roundtrips, sleep where they could and often accept handouts for meals. Sometimes the rented trucks were returned to Zanesville leaving the men and women to volunteer in construction and repair of homes. They would be picked up weeks later. 

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I would like to set up the logistics for this trip to anchor the homes. It would be nice if their trucks and gas were funded, along with lodging and meals. If donations can purchase the anchors and equipment to attach them to the homes, hopefully all that volunteers would lose is time. I believe that can be done. 

As long as objectives of FEMA follow the law, all should be well. When written orders to FEMA workers were published that FEMA workers were not to not talk to homeowners that had a Trump banner in the yard, the political leanings of FEMA controllers were obvious. Horror stories abound about those in need being ignored.

Being a pilot, I was frustrated when military helicopters were ordered to be placed on the runway of an airport so volunteers could not fly lifesaving mission trips. 

One Zanesville man told of a volunteer pilot and his son delivering food to isolated homes in a single engine small private airplane.  At one home, the husband requested the pilot fly his wife out. To do so, the son had to be left behind.  When he landed at the airport with the wife, he was told he was not allowed to return to the site. He managed to persuade officials he needed to get to his son.  He loaded up the airplane with groceries and supplies, to drop off when he retrieved his son. Upon return to the airport, he was forced to stop all humanitarian flights. The wife was isolated from the husband who was left at the damaged home. She was in a location new to her without his support.  This is the story of another family pulled apart by FEMA regulations trying to stop volunteer pilots from helping.  As a pilot, I know the amount of time and funds needed for such efforts. Include airplane annuals/maintenance and you realize the heavy commitment it was for the pilot to volunteer his airplane. 

If you are interested in donating time or funds, please message me. Exact amounts needed will be published soon.

SOURCES OF DATA:

Amish Volunteers Built 100+ 'Tiny Homes' for Hurricane Victims but Guess What Happened Next...  by Stephen Green | 1:05 PM on November 25, 2024

WNC resident (and X user) Margo reported last month that her area had "56 passenger bus load groups of skilled Amish carpenters coming down from Lancaster PA weekly to help build tiny homes for Cabins for Christ." Margo was doing her bit, looking for help finding room to lodge all of the volunteers. "We are bringing our own supplies and would be 100% self-sufficient," she posted, "Just need a place under [a] roof to sleep and house our volunteers from Monday night through Friday night every week."

Because a tent in late-autumn weather is safer than an Amish-built cottage, right?

Another X user told readers that David Rittlinger, PEDivision Chief of Codes and Interpretations, "the bureaucrat quoted in the release is living in 2100 heated sq ft in Wake Forest."

Not that I'm officially endorsing this notion, but it "would be a shame if people showed up there with their tents."

While I wait for my blood to stop boiling, I'll leave you with this bit of wisdom from Thomas Sowell: “You will never understand bureaucracies until you understand that for bureaucrats, procedure is everything, and outcomes are nothing.”https

How to tie down a small house.  Good explanation.Https://www.youtube.com/watch?v=cpDLEadN30w

 How to anchor a workshop to the ground. Https://www.youtube.com/watch?v=L1fGztrvvNE

Foundation Technologies
Https://www.foundationtechnologies.com/products/chance-helical-anchors/

Testing Anchors    Https://americanearthanchors.com/content/Testing%20Reports%20%26%20Letters/Load%20capacity%20Rev%207.pdf

Penetrators with up to 14,000 pounds each pull out capacity
https://americanearthanchors.com/content/Testing%20Reports%20%26%20Letters/Load%20capacity%20Rev%207.pdf

Amish build 100 tiny homes for hurricane victims
https://www.breakingchristiannews.com/articles/display_art.html?ID=40714

So, what happened to the Amish built homes?
https://pjmedia.com/vodkapundit/2024/11/25/amish-volunteers-built-100-tiny-homes-for-hurricane-victims-but-guess-what-happened-next-n4934609#google_vignette

Victims forced out of Amish built homes
https://thepeoplesvoice.tv/government-officials-forcibly-evict-the-homeless-from-amish-built-tiny-homes-in-north-carolina/

You can buy the 2-volume set of books with the NC 2018 building code, or use this to see selected sections from the code. Choose at the left of screen
2018 IBC Code and Commentary Volume 2 (Building)
https://codes.iccsafe.org/content/IBCComm2018V2

 

NUTRITION FOR THE SEVEN YEAR OLD & FAMILY

NUTRITION FOR THE SEVEN YEAR OLD & FAMILY
www.irenebaron.com

Dedicated to Derrick Evans @DerrickEvans4WV who is concerned about his 7 year old’s nutrition.

 

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The Seven year old may not have perfect table manners as they stuff their mouth, but good food will entice them to eat well. The parent should have well prepared healthy food and require good manners by eating at the table. Know that Sevens do not usually care about sticking to rules. With their favorite posture often being lying on the floor, they may want to eat there. Eating lunch or dinner at a different location elsewhere in the home may be a reward.

They may still use their fingers to push food onto their fork, talk with a full mouth, eat fast, and hopefully, not spill their milk. They are more calm at the table than at age six and may listen to adults discuss different topics. Even though they are quieter than they were a year earlier, provide opportunities for them to join the conversations. 

Their taste buds are working much better than their parents and will peak in efficiency when they are a teen. After teen years, taste buds decrease in accuracy. Since parents taste buds are not working as well as a child, adults may add extra seasonings such as herbs and spices to the food allowing them to taste the food more easily. Strong tastes may turn off the Seven year old and/or upset their stomach. It will be easier for the child at dinnertime if strongly flavored vegetables and cheeses are not served. Keep the preparation simple as their preference for plain foods is strong. For example, when you go to an excellent restaurant, they may pass on elegant food and request a hamburger. 

Instead of refusing a food, as they did at age six, they are more likely to ask why they “have to eat” something. Give them the answer. Perhaps sometimes let them get by without eating the food. As a child, my parents made sure we had one spoonful of all the meal offerings. We had to sit at the table until the food was eaten or our plates “clean.” I always preferred fresh vegetables. At Seven, I once had to sit quietly and alone at the kitchen table three hours after everyone left because of canned peas on my plate. 

You may begin to think they are deaf, but Sevens minds are often thinking about something else. They may ask a question and tune the parent out at the table or other times at home. If a parent is not sure their child heard them, ask if they did. 

Up until this age, parental guidance was most likely needed in food choice. By Seven, parents will acknowledge the child has a good reason for refusing a food. If they absolutely do not like the taste of a particular food, please don’t force them to eat it. 

Sevens usually have heard the word nutrition and are aware they should have a good diet. The parent should avoid buying junk food, food with artificial colors, and those with added flavors. Select carefully if the child has an allergy. Feed your kids right!

Sevens are often playing when called for a meal and bring their toy with them. To allow them to concentrated on the meal, direct them to place their toy aside until they are excused from the table. They often don’t wash their hands unless reminded.

I remember at age Seven when my Mother told me to wash my hands, I went upstairs to the bathroom, waited a few minutes, and went back down. She took one look at me and asked me again to go wash my hands.  This time, I let the water run a minute and went back downstairs.  The 3rd time she asked me with a louder voice evident with frustration to go wash my hands.  I couldn’t figure out how she knew I didn’t wash them.  As I grew older, I realized my hands must have been filthy. Back then I didn’t pay attention to such things.

Being by now used to the demands of school, they are often exhausted when they come home and want to plop down to read, sleep, or watch TV. They may have fewer stomachaches from diet. Keep an eye on their overall health and schedule annual eye exams when the doctor appointment is made. They will complain when they need medical attention but may not be aware they have a sight problem.

Children’s food habits are pretty much set by age five. Once they enter school they are offered junk food at increasing rates. If they establish good food habits at home, they often don’t eat offered foods that will cause harm to them.  Foods eaten as a child often become favorites later in life. Make sure they are good food!

 

FORTIFIED MILK /PEP-UP

A nutritional drink that can be prepared at home for all members of the family should be kept on hand. This recipe is from the book, “Let’s Have Healthy Children” by Adelle Davis. She was one of America’s most famous food experts in the 1970’S.

Prepare in a blender or liquefier:

2 Cups fresh whole milk
½ cup non-instant powdered skim milk
1 tablespoon of food yeast which can gradually be increased to ¼ or ½ a cup ( Never eat live yeast that is used to make bread! Use no yeast “in which the phosphorus is not balanced with calcium & magnesium.” )
1 teaspoon real vanilla
1 tablespoon of vegetable oil, or a combination of soy, corn, and/or peanut oils
½ cup of your favorite fruit such as banana, crushed or chunk pineapple berries or       undiluted frozen orange juice
1 or 2 raw eggs (unless you prefer them cooked)
½ egg shell, or ½ teaspoon bone meal, or 2 tablespoons calcium gluconate
1 tablespoon lecithin if desired 
right before drinking, you may add ¼ teaspoon magnesium oxide or take in a tablet

When these ingredients have been blended, add the rest of a quart of milk. Until you get used to it, use only a little yeast (NOT the kind to make bread, only FOOD YEAST).

Sip this drink slowly. No more than ¼ a cup at meals or in between meals. You can gradually increase the quantity that you consume daily.

Ms, Davis recommended you sip 4-8 ounces at breakfast. It is so rich in nutrients that it will keep the blood sugar high and efficiency  “at a peak throughout the day.” An 8-ounce glass contains about 30 grams of protein.

For a child who is not used to consuming yeast, they should drink only  a tiny glass, such  as a liquor glass daily until they get used to it. Parents should have at least 8 ounces 
(1 Cup) per day. 
___________________________________________

Ask questions using the comment form at the bottom of the web pages. 

 

THE STAR OF JACOB EXPLAINED

THE STAR OF JACOB  
by Irene Baron www.irenebaron.com           

Trying to make a splash on the internet, some presenters are either not understanding the Bible verses about the “star of Jacob” or are deliberately misinterpreting them.

The KJV CROSS REFERENCE STUDY BIBLE,  Numbers 24: 16-17 states what the prophet Balaam said.
“He has said, which heard the words of God, and knew the knowledge of the most High, which saw the vision of the Almighty, falling into a trance, but having his eyes open: I shall see him, but not now: I shall behold him, but not nigh: there shall come a star out of Jacob, and a Scepter shall rise out of Israel, and shall smite the corners of Moab, and destroy all the children of Sheth.”

Balaam was a Gentile prophet hired by King Balak of Moab to curse Israel. The many interpretations of his vision include:
     1. The ruler of Israel will smite the people of Moab and destroy the sons of Sheth.
     2. Israel will possess all Edom and Seir.
     3. They will overcome their enemies.
     4. A king in the distant future will defeat Israel's enemies and crush the corners of Moab. This anticipates King          David's victories, the promise of his throne, and the promise of the Messiah whom the Gentiles will obey.
     5. Foretelling the coming of the Messiah, Jesus Immanuel, the Christ, who was born in Bethlehem and whose            birth was announced by a star. 

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Beginning in 2008, I spent every night over three years using 68 NASA-provided mathematically precise astronomy computer programs to find the Christmas star. As a trained Information Specialist, this research was a delight! I learned the facts of what happened in the sky when Jesus Immanuel was born. 

The resulting book, "Unraveling the CHRISTMAS STAR Mystery – Validation of the Holy Bible” 
was awarded the Gold Medal of the Illumination Book Awards sponsored by the Jenkins Group. The award is designed to honor and bring increased recognition to the year's best Christian Education title written and published with a Christian Worldview.  You can't get more worldly than discussing Christ's birth.

Facts I learned in the process, by reading almost 100 astronomy reference books obtained through my local reference librarians from libraries all over the United States, provided the data I needed about the Babylonian symbols for everything that happened in the sky.  I was therefore able to interpret what was seen in the way the ancient Wisemen/astronomers/astrologers/cosmologists/magi/magicians/priests/alchemists interpreted their stars.

Everything they saw in the sky was believed to be a God. Besides the Sun and Moon which moved so much, there were other “wandering stars” which we call planets.  They did not know what a planet was. Yet these wandering gods were very important in their symbolic interpretations. The manner in which ancient astronomers interpreted motions of celestial objects has been gathered over the years by historians and archaeologists.  They used evidence from ancient buildings and temples with statues, wall carvings, paintings, pictures, stories written in stone, and ancient documents found in Asia, China, and through the Middle East. 

Important is the fact that astronomers of over 2,000 years ago used dawn as the time of day for their celestial observations. Past researchers looking for the Christmas star sought to find the Christmas star in the early evening skies. To be accurate, calculations during my computer searches were set for dawn in the local time zone of Bethlehem using the correct latitude and longitude for that location. I consistently used six o'clock in the morning. 

The birth of Christ was arranged by God to be at the time and place when everything was perfect. The Romans had created peace during the reign of Augustus Caesar (32 BC-14 AD). Everyone could travel about the Roman world with a high degree of safety because the Roman militia was based in all the provinces and quickly stopped conflicts.  The birth of Christ occurred in the history of mankind when the celestial announcement could be observed, interpreted, and understood. 

Galatians 4:4-6 states, “But when the fulness of the time was come, God sent forth His Son, made of a woman, made under the law, to redeem them that were under the law that we might receive the adoption of sons. And because ye are sons, God hath sent forth the Spirit of His Son into your hearts, crying, Abba, Father.” 

Before the birth, in the dawning skies, God placed the announcements. The actual Bethlehem star did not announce the birth. It acted only as a GPS marker to mark the place. Earlier star configurations gave the facts of the birth. By knowing the ancient Babylonian predictions and interpretations of what happens in the sky, I understood the information. Earthlings still use those traditions and interpretations in the false science of cosmetology of horoscopes.  The horoscopes they read daily are from information thousands of years old!

The ancient astronomers had several months of celestial events creating a celestial birth announcement that told the new God would be the most powerful God in the Universe. This was going to be a God who would change their way of thinking and the religions of the world. The Wisemen became, perhaps, the first Gentiles to worship Him.

The ancient astronomers, like those of today, were some of the most brilliant people alive and most knowledgeable men in their nations, empires, or kingdoms. They would have been prime counselors to the rulers. Then the celestial events for Christ transpired, the rulers would have been informed what the related symbolisms meant and what action should be taken. What happens in our sky is mathematically precise and predictable to the nanosecond. Astronomers of ancient times could predict the future celestial happenings because of their precise movements just as astronomers of today can. Computers can quickly predict star and planet positions thousands of years in advance or in the past. 

The computer programs I used were for historical data finding of celestial positions.  My older computers took much time to compute. I would put in the data to be found and assign the printer. At times had to wait several days for the information to surface.  Using a “PRINT IT” program, as soon as the data entered the screen it would be printed.  I was using the connected sheets in my printer and often twenty or more sheets would print out. Sometimes the data was useless.  However, ten times it was perfect. 

I found nine events that predicted the birth of Christ, the last being the position marker for the birth. In my book I explain why none of them were a nova, supernova, comet, planet conjunction, etc.

Matthew 2:1-3:  "Now when Jesus was born in Bethlehem of Judaea in the days of Herod the king, behold, there came wisemen from the east to Jerusalem, Saying, Where is He that is born king of the Jews? For we have seen His star in the east, and are come to worship Him. When Herod the king had heard these things, he was troubled, and all Jerusalem with him."

The Greek phrase, “in the east” translates to an object “rising before the Sun.” This would be at dawn when astronomical observations took place. It can logically be concluded that the birth of the Christ child took place in the early morning hours, before dawn. The wisemen were following a morning event. 

FACT: The last of the ten birth announcement events began 20 November 0004, according to the computer programs. Saturn had been rising higher at dawn as Venus dropped towards the horizon. Venus disappeared during the dawn of the 20th while Saturn continued to climb within the ecliptic path, the path followed by what they called wandering stars. 

ANCIENT SYMBOLIC INTERPRETATION: Saturn, the ruler of their universe, continued to rise in the sky to make the announcement concerning the location of the birthplace of the new God. As the astronomers watched Saturn, the father of the kings moved toward the west as they would have earlier predicted.  In EARLY DECEMBER, Saturn would have appeared to be almost over Bethlehem at daybreak.  It was at an elevation about 75 degrees above the horizon in the southern sky. 

The astronomers, with their mathematics and planning, knew these celestial events would happen and knew when and where they would all end. By going to the location below the Saturn god, they would find the birth place of the new Earth-born God, just outside of Bethlehem. Jesus Immanuel, the Savior of mankind and the Christ, must have therefore been born in early December.  The birth event for Bethlehem in Judea, approximately 31-degrees, 40 minutes North of the Equator and 35-degrees, 20 minutes east of the prime meridian,  must have taken place at six o'clock in the morning for the year 4 AD.

Any astronomer from any country east of Bethlehem, including China astronomers using Tarshish ships, would naturally be expected to make a beeline for the point of Bethlehem. For Mary to have given birth to Jesus east of Bethlehem would have made it easier for them to find the child as they would pass that location when arriving from the east. They would find the child in a lowly cave and bring their treasures in homage.  Men honored the God who was honoring them by being born on Earth. 

With the rising Sun, the Moon caused solar eclipses, the antics of planets Jupiter, Mars, Saturn and Venus, the previous astrological signs were worthy for the birth of a new king and leader for mankind. 

When the emissaries witnessed the might of Jesus in His infant state in Bethlehem, they were the first Gentiles to worship Him. These influential leaders and their fellow travelers would take the awe of the new God back to their lands. Jesus Christ, perhaps, began to change the world with the opinions of those learned men.

December 25th was set for the birthday of Jesus in the year 354 AD by agreement with converted Romans who realized, for the populous to change their religion, the seven-day pagan celebrations held during the solstice had to be saved.  The citizens looked forward to the pagan holidays. No new religion could remove their freedom of riotous celebrating. The Roman ruler, newly converted to Christianity, knew he had to have a substitute celebration for “Saturnalia” to get people to change, by his command, to Christianity. Once the agreement was made, the date to celebrate the birth of Jesus Christ was changed within the month of December to coincide with the harvest and solstice celebrations. 

To the ancient astronomers, except for the Moon and Sun, everything in the sky was a “star.” The Christmas “star” was a “wandering” star, the one we call Saturn. It is not rare.

Incorporating Singapore Math Into A School District

Incorporating Singapore Math Into A School District
Compiled by Irene Baron 2024      irenebaron.com

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Singapore Math is a highly regarded mathematics curriculum that focuses on problem-solving and critical thinking skills. To incorporate the Singapore Math system into a school district, a school superintendent would need to follow several key steps:

1. Research and Understanding: The first step for a school superintendent would be to thoroughly research the Singapore Math curriculum. This includes understanding the philosophy behind Singapore Math, its teaching methods, and how it aligns with the district’s educational goals.

2. Professional Development: Providing professional development opportunities for teachers is crucial when implementing a new curriculum like Singapore Math. The superintendent should organize workshops, training sessions, and resources to help teachers understand the Singapore Math approach and how to effectively teach it.

3. Curriculum Alignment: The superintendent needs to ensure that the Singapore Math curriculum aligns with the district’s standards and learning objectives. This may involve mapping out how the Singapore Math concepts fit into the existing math curriculum and making any necessary adjustments.

4. Resources and Materials: It is essential to provide teachers with the necessary resources and materials to successfully implement Singapore Math in their classrooms. This may include textbooks, workbooks, manipulatives, and technology tools that support the Singapore Math approach.

5. Parental Involvement: Educating parents about the Singapore Math curriculum is also important. The superintendent should communicate with parents about the benefits of Singapore Math, provide resources for them to support their children at home, and address any concerns or questions they may have.

6. Monitoring and Evaluation: Continuous monitoring and evaluation of the implementation of Singapore Math are essential. The superintendent should regularly assess student performance, gather feedback from teachers, parents, and students, and make adjustments as needed to ensure the success of the program.

7. Collaboration: Collaboration with other schools or districts that have successfully implemented Singapore Math can be beneficial. The superintendent can learn from their experiences, share best practices, and collaborate on professional development opportunities.

By following these steps, a school superintendent can effectively incorporate the Singapore Math system into their school district, ultimately improving math education and fostering critical thinking skills among students.

 

PREPARE FOR A TOTAL SOLAR ECLIPSE EVENT

PREPARE FOR THE TOTAL SOLAR ECLIPSE EVENT
Irene Baron    irenebaron.com    February 2024

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As a NASA-Partner Eclipse Ambassador and NSTA/Space Science Institute Eclipse Ambassador, I will be making Ohio presentations about the April total solar eclipse. The first will be at Ohio University Zanesville in Elson Hall on 7 March beginning at 6:00 PM.
At all my speaking events, hosts plan to pass out solar lenses to attendees. 

If you plan to be in the path of totality during any total solar eclipse, please know that you will encounter large crowds.  The 8 April 2024 eclipse in Ohio will be the biggest tourism event in the state's history. Eclipse enthusiasts will be arriving from all over the world and other states as this will be one of the longest totality occurrences with the Sun obscured by the sun for over 3-minutes. This is BIG NEWS IN THE ASTRONOMY WORLD. 

Since the next total solar eclipse to occur in Ohio will not be until 2099, many will want to experience this one. Parents want their children to experience this phenomenal FREE event.  Like visiting a Zanesville Astronomy Club event, looking up at the sky is free.  A total solar eclipse occurs at midday. People think it's like a Sunday drive to visit a local site. Think again! A 45-minute drive there may be 4+ hours to get back home due to congested traffic. Read the information below to help you prepare for your event!
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SAFETY NOTES WHEN ECLIPSE VIEWING
by Irene Baron      www.irenebaron.com

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When planning to view the eclipse, there are safety concerns to know.

The Ohio Emergency Management team has been planning for the eclipse since 2021. Their key points include the 'three Cs" of planning: Collaboration, Coordination, and Communication.   

These refer to safety when you are traveling to be in the eclipse's path of totality. Parts of the eclipse path will occur in rural areas, with sometimes minimal infrastructure and support. Other areas may have traffic concerns. Ohio is expecting travelers from the state and other states to visit the areas of totality. Challenges for eclipse viewers may expect include:

Heavy to gridlocked traffic conditions before and after the eclipse.

Travelers stopped on roadways (heat, water, food, bathroom challenges)

Limited cell phone service due to heightened network use; and

Potentially limited food and gasoline availability on the routes due to an influx of travelers.

Other simple safety tips include:

Have an  emergency plan for your family .

Have a plan when attending any large gathering, to ensure you know where to meet up if you get separated from friends or family.

Know where to receive notifications while traveling.

Have a vehicle and pack needed items for family and friends traveling in your car. You may be delayed getting home due to traffic.; consider extra medication, snacks, and when making your kit.

Plan your trip and include backup routes in your plan.

Monitor the weather; download the  FEMA App (available in English and Spanish) to receive weather alerts for areas you'll be visiting.

Bring plenty of sunscreen, mosquito repellant, and a snow shovel; Keep in mind this will be early April in Ohio and the weather may change quickly.

Never leave children or pets alone in closed vehicles. Plan for your children and pets during your trip.

Remember, the only way to safely view a solar eclipse is to do so using specially constructed "eclipse glasses", from a reputable vendor.

Visit  www.ready.gov  for more safety tips, and for help creating a family communication plan.  

Safe viewing!

Irene Baron
NASA Partner Eclipse Ambassador
NSTA/SSI Eclipse Ambassador 

       

 

Mobile Phone Dangers

Mobile Phone Dangers
Electromagnetic fields  
Information from WHO posted at irenebaron.com
February 2024

I post this as I am experiencing reactions from my cell phone. When my phone rang yesterday there was extreme pain in my thigh where my phone was usually carried in a pocket. There has to be an electromagnetic radiation connection or the events would not have occurred. I will be tested for white blood count to see if there is a cancer danger. It is frightening and worrisome.  Please don't carry your phone on your person.   What is posted here is one of the more encompassing reports from the World Health Organization.
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  Key facts

Mobile phone use is ubiquitous with an estimated 6.9 billion subscriptions globally

The electromagnetic fields produced by mobile phones are classified by the International Agency for Research on Cancer as possibly carcinogenic to humans.

Studies are ongoing to more fully assess potential long-term effects of mobile phone use.

WHO will conduct a formal risk assessment of all studied health outcomes from radiofrequency fields exposure by 2016.

Mobile or cellular phones are now an integral part of modern telecommunications. In many countries, over half the population use mobile phones and the market is growing rapidly. In 2014, there is an estimated 6.9 billion subscriptions globally. In some parts of the world, mobile phones are the most reliable or the only phones available.

Given the large number of mobile phone users, it is important to investigate, understand and monitor any potential public health impact.

Mobile phones communicate by transmitting radio waves through a network of fixed antennas called base stations. Radiofrequency waves are electromagnetic fields, and unlike ionizing radiation such as X-rays or gamma rays, can neither break chemical bonds nor cause ionization in the human body.

Exposure levels

Mobile phones are low-powered radiofrequency transmitters, operating at frequencies between 450 and 2700 MHz with peak powers in the range of 0.1 to 2 watts. The handset only transmits power when it is turned on. The power (and hence the radiofrequency exposure to a user) falls off rapidly with increasing distance from the handset. A person using a mobile phone 30–40 cm away from their body – for example when text messaging, accessing the Internet, or using a “hands free” device – will therefore have a much lower exposure to radiofrequency fields than someone holding the handset against their head.

In addition to using "hands-free" devices, which keep mobile phones away from the head and body during phone calls, exposure is also reduced by limiting the number and length of calls. Using the phone in areas of good reception also decreases exposure as it allows the phone to transmit at reduced power. The use of commercial devices for reducing radiofrequency field exposure has not been shown to be effective.

Mobile phones are often prohibited in hospitals and on airplanes, as the radiofrequency signals may interfere with certain electro-medical devices and navigation systems.

Are there any health effects?

A large number of studies have been performed over the last two decades to assess whether mobile phones pose a potential health risk. To date, no adverse health effects have been established as being caused by mobile phone use.

Short-term effects

Tissue heating is the principal mechanism of interaction between radiofrequency energy and the human body. At the frequencies used by mobile phones, most of the energy is absorbed by the skin and other superficial tissues, resulting in negligible temperature rise in the brain or any other organs of the body.

A number of studies have investigated the effects of radiofrequency fields on brain electrical activity, cognitive function, sleep, heart rate and blood pressure in volunteers. To date, research does not suggest any consistent evidence of adverse health effects from exposure to radiofrequency fields at levels below those that cause tissue heating. Further, research has not been able to provide support for a causal relationship between exposure to electromagnetic fields and self-reported symptoms, or “electromagnetic hypersensitivity”.

Long-term effects

Epidemiological research examining potential long-term risks from radiofrequency exposure has mostly looked for an association between brain tumours and mobile phone use. However, because many cancers are not detectable until many years after the interactions that led to the tumour, and since mobile phones were not widely used until the early 1990s, epidemiological studies at present can only assess those cancers that become evident within shorter time periods. However, results of animal studies consistently show no increased cancer risk for long-term exposure to radiofrequency fields.

Several large multinational epidemiological studies have been completed or are ongoing, including case-control studies and prospective cohort studies examining a number of health endpoints in adults. The largest retrospective case-control study to date on adults, Interphone, coordinated by the International Agency for Research on Cancer (IARC), was designed to determine whether there are links between use of mobile phones and head and neck cancers in adults.

The international pooled analysis of data gathered from 13 participating countries found no increased risk of glioma or meningioma with mobile phone use of more than 10 years. There are some indications of an increased risk of glioma for those who reported the highest 10% of cumulative hours of cell phone use, although there was no consistent trend of increasing risk with greater duration of use. The researchers concluded that biases and errors limit the strength of these conclusions and prevent a causal interpretation.

Based largely on these data, IARC has classified radiofrequency electromagnetic fields as possibly carcinogenic to humans (Group 2B), a category used when a causal association is considered credible, but when chance, bias or confounding cannot be ruled out with reasonable confidence.

While an increased risk of brain tumors is not established, the increasing use of mobile phones and the lack of data for mobile phone use over time periods longer than 15 years warrant further research of mobile phone use and brain cancer risk. In particular, with the recent popularity of mobile phone use among younger people, and therefore a potentially longer lifetime of exposure, WHO has promoted further research on this group. Several studies investigating potential health effects in children and adolescents are underway.

Exposure limit guidelines

Radiofrequency exposure limits for mobile phone users are given in terms of Specific Absorption Rate (SAR) – the rate of radiofrequency energy absorption per unit mass of the body. Currently, two international bodies 1, 2 have developed exposure guidelines for workers and for the general public, except patients undergoing medical diagnosis or treatment. These guidelines are based on a detailed assessment of the available scientific evidence.

WHO response

In response to public and governmental concern, WHO established the International Electromagnetic Fields (EMF) Project in 1996 to assess the scientific evidence of possible adverse health effects from electromagnetic fields. WHO will conduct a formal risk assessment of all studied health outcomes from radiofrequency fields exposure by 2016. In addition, and as noted above, the International Agency for Research on Cancer (IARC), a WHO specialized agency, has reviewed the carcinogenic potential of radiofrequency fields, as from mobile phones in May 2011.

WHO also identifies and promotes research priorities for radiofrequency fields and health to fill gaps in knowledge through its research agendas.

WHO develops public information materials and promotes dialogue among scientists, governments, industry and the public to raise the level of understanding about potential adverse health risks of mobile phones.

(1) International Commission on Non-Ionizing Radiation Protection (ICNIRP). Statement on the "Guidelines for limiting exposure to time-varying electric, magnetic and electromagnetic fields (up to 300 GHz)", 2009.

(2) Institute of Electrical and Electronics Engineers (IEEE). IEEE standard for safety levels with respect to human exposure to radio frequency electromagnetic fields, 3 kHz to 300 GHz, IEEE Std C95.1, 2005.

Related

Interphone study on mobile phone use and brain cancer risk [pdf 176kb]

The International Electromagnetic Fields Project

Electromagnetic fields: base stations and wireless technologies

Electromagnetic fields: electromagnetic hypersensitivity

WHO research agenda for electromagnetic fieldshttps://www.who.int/en/news-room/fact...

HETEROSEXUAL AND HOMOSEXUAL PHYSICAL BRAIN DIFFERENCES

HETEROSEXUAL & HOMOSEXUAL 
BRAIN DIFFERENCES
irenebaron.com      5 January 2024

Physical brain differences between human heterosexuals and homosexuals are proven. 
The only problem now is educating the public to facts about “brain gender.” 

[image error] BRAIN GENDER DIFFERENCES – Studies show sexual orientation is reflected in brain structure.  

1. Differences between homosexuals and heterosexuals are found in:
         A. Total brain volume
         B. Gray and white matter proportions and volumes
         C. Tissue densities of several structures including the insula, hippocampus, thalamus, putamen, amygdala, and the cerebellum.

2. Sexual orientation-related differences are found in cortical regions of vision.

3. Sexual orientation differences are found in the thickness of the cortex at the front of the brain.

4. Some brain regions of the homosexual women tend to be similar or identical to those in heterosexual men.

5. Magnetic resonance imaging (MRI) showed the two brain hemispheres are almost exactly the same size in heterosexual women and homosexual men.

6. The putamen has a larger gray matter volume in homosexual individuals compared to heterosexuals. The greater differences were found in homosexual women. The putamen functions in harmony with the cortex through a ganglia network to perform and produce complex behaviors. 

7. Homosexual men have a smaller thalamus volume and thinner right orbitofrontal and right visual cortice than heterosexual men. The right visual cortical area processes information from the left eye. 

8. A section of the anterior hypothalamus in homosexual men and women is smaller than that found in heterosexual men and women in a study of over 18,600 brain MRI’s of adults 40-69 years old who stated their sexual preferences.

9. The calcarine sulcus showed the most reliable sexual orientation‐related differences in male and female homosexuals. The calcarine sulcus divides the visual cortex into two parts. It is the area of the cerebral cortex that processes visual information.

The brain anatomy differences mentioned above may cause behavioral and cognitive traits related to sexual orientation of individuals. Cognitive traits include:

Conductive reasoning ability to draw conclusions from specific to general facts

Learning skills

Memory capacity

Speed of information processing.

Dr. Murat Altinay, Clinical Psychiatrist and Head of LGBT Mental Health Services at the Cleveland Clinic, stated: “It’s not genitalia that determines gender.” He reported that a closer look at brain structure and function reveals that transgender people have striking similarities to their identified gender rather than their biological gender – even before hormone therapy.” 

Altinay highly promotes the term “brain gender” and observes that “the brain is the main source when it come to understanding your own gender and gender identity.”

Additional information by Altinay may be found in Cleveland Clinic podcasts. Topics include:

“Barriers to healthcare for transgender persons” 

“How to interact with transgender patients” 

“Biopsychosocial underpinnings of gender dysphoria.” His podcasts may be found at: https://consultqd.clevelandclinic.org/the-brain-and-gender-identity-current-evidence-and-implications-for-practice-podcast/

[image error]In 1993, Dean H. Hamer and his associates at the U.S. National Institute of Health published research results indicating “men with specific genes were more likely to be homosexual than were men without those genes.” This addressed X chromosomes containing gene Xq28 that increases the “likelihood of an individual to be homosexual.” Prior to that study there had been arguments that homosexuality had an environmental cause and could be reversed. 

Simon Levay, at the University of California, found size differences for a region of the brain between homosexual and heterosexual men. His result was one of the first that discussed physiological differences in the brain. 

[image error]In 1991, John M. Bailey at Northwestern University in Illinois published his results showing a genetic inheritance of homosexuality.  In addition, Bailey found that both monozygotic (formed when one fertilized egg separated) and dizygotic (formed when two eggs were fertilized) twins sharing the same DNA were more likely to be homosexual than were other related siblings.

Hamer studied Bailey’s information and results. He began his own investigation by recruiting 76 homosexual men from the outpatient HIV clinic at the National Institutes of Health Clinical Center in Washington, D.C. His team also recruited a second sample of 38 homosexual brothers, since they share much of their DNA. Sexual orientation was self-reported and categorized. The men stated they were either homosexual or heterosexual.

Hamer hypothesized that homosexuality was inherited through the mothers since boys obtain their X chromosome only from their mother.  His team analyzed family trees and DNA of 114 families of homosexual men who filled out questionnaires about childhood gender identification, childhood and adolescent development, adult sexual behavior, mental health history and had a medical genetic screen.    

The 114 men studied were asked to rate homosexual tendencies of members of their families. The family members were contacted to verify the accuracy of the 114 reports. The results indicated the genetically inherited X chromosome variable, and not the environment, was the cause of the homosexuality. 

Hamer concluded there is strong evidence that the Xq28 gene contributes to make sexual orientation. His results have been debated.
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REFERENCES

https://www.nature.com/articles/s41598-021-84496-z

https://www.psychologytoday.com/us/blog/your-brain-food/202103/brain-differences-linked-sexual-orientation

https://www.nature.com/articles/s41598-021-84496-z#citeas

https://www.karger.com/Article/Abstra...

Altinay, Murat. Dr. https://my.clevelandclinic.org/staff/19888-murat-altinay

Baron, Irene. Blog references hormones in drinking water and homosexuality. https://irenebaron.com/irene-baron-blog/blog/what-s-in-your-drinking-water

Brain Structure changes: Votinov, M., Goerlich, K.S., Puiu, A.A. et al. “Brain structure changes associated with sexual orientation.” Sci Rep 11, 5078 (2021). https://doi.org/10.1038/s41598-021-84496-z

Cleveland Clinic: https://consultqd.clevelandclinic.org/the-brain-and-gender-identity-current-evidence-and-implications-for-practice-podcast/

Christoph A (2021) “Cross‐sex shifts in two brain imaging phenotypes and their relation to polygenic scores for same‐sex sexual behavior: A study of 18,645 individuals from the UK Biobank. Human Brain Mapping.” https://doi.org/10.1002/hbm.25370

Del Mauro, G., Del Maschio, N., Sulpizio, S. et al. “Investigating sexual dimorphism in human brain structure by combining multiple indexes of brain morphology and source-based morphometry.” Brain Struct Funct 227, 11–21 (2022). https://doi.org/10.1007/s00429-021-02376-8

Horm Res. 1992;38 Suppl 2:51-61. doi: 10.1159/000182597. PMID: 129

LeVay S. “A difference in hypothalamic structure between heterosexual and homosexual men.” Science. 1991 Aug 30;253(5023):1034-7. doi: 10.1126/science.1887219. PMID: 1887219

Rolls ET. The functions of the orbitofrontal cortex. Brain Cogn. 2004 Jun;55(1):11-29. doi: 10.1016/S0278-2626(03)00277-X. PMID: 15134840.

Servick. Kelly. Study of Gay Brothers May Confirm X Chromosome Link to Sexuality. Science. 17 November 2014, https://www.science.org/content/article/study-gay-brothers-may-confirm-x-chromosome-link-homosexuality

Siecus: https://siecus.org/resources/the-guidelines/

Siecus:  https://siecus.org/resources/2022-state-of-sex-education-legislative-look-ahead/

Siecus: https://siecus.org/the-siecus-stae-profiles-2022/

Swaab DF, Gooren LJ, Hofman MA. 
“Gender and sexual orientation in relation to hypothalamic structures.”

Swaab DF, Gooren LJ, Hofman MA.J Homosexual. “Brain research, gender and sexual orientation.”995;28(3-4):283-301. doi: 10.1300/J082v28n03_07.PMID: 7560933

 

WITH FAITH, PRAYER WORDS TURN INTO WISPS OF LIGHT

EACH WORD OF PRAYER, SAID IN FAITH,
 IS TRANSFORMED INTO LIGHT 

[image error] Irene Baron was attending a Bible study led by Pastor Anthony Thomas at Coburn NM Church in Zanesville, OH on 21 September 2022. As her guest at the occasion was healer Mitch Bensel of the Mitch Bensel Ministries.  ( www.mitchbensel.com ) 

Before the opening prayer, Pastor Anthony asked if anyone had prayer requests to be said during the opening prayer.  Mitch had never been present when people were asking someone else for prayers.  They were usually asking him to say prayers for healing or other reasons.  He thought he was supposed to say a healing prayer as soon as the person asked for the prayer.  

He saw something he had never seen or experienced.  When the first person asked for prayers to be said for another, every word coming out of their mouth was turned into a wisp of light. They moved in waves or arcs toward Pastor Anthony. When the wisps of light grew close to the Pastor, they rose up over his head and continued to rise until they disappeared through the ceiling. 

Irene Baron believes that God allowed Mitch Bensel to see something very holy to give him more understanding about prayer. 

During the next person's request, the wisps of light did not occur.  Mitch said that person was evidently just stating facts and not in "prayer mode." During the prayer requests, sometimes each word turned into the wisps of light that were ushered past the Pastor and up to God. Mitch described what he saw and felt in his blog located at: https://mitchbensel.com/blog

What he wrote follows below.

MITCH BENSEL ~ HEALING MINISTRY 

When we pray in faith our prayers become wisps of light taken to God/ What I was shown  

 Mitch Bensel  on 2022-09-25 04:35  

I am going to explain a miracle shown me I  was shown by the Holy Spirit. I feel the reasoning is a way for us to see the importance to truly pray with faith. Not just lip service. If we pray casually asking for help here or there, even being specific God does not hear it. It doesn’t touch the ears of the Holy Spirit. Here is what I was shown when I visited Zanesville at a bible study.  

I attended a bible study in Zanesville Ohio on Wednesday,  September 21st, 2022 that was taught by Pastor Anthony Thomas. Before beginning the study, the pastor asked those present if they had any prayer requests. As a spiritual healer for the Lord, I am used to people giving me their prayer requests. I automatically lowered my head closed my eyes, and began to pray with each request.  

Normally, when I am asked for or pray for healing,  the Holy Spirit shows me with light where someone is hurt, or ill, or if they need other help. But, I wasn't being asked to pray for them. People were giving the pastor their prayer requests for all of us to pray for.  

As the first person spoke her needed prayer, instead of me being shown the  

Holy Spirit's light moving to the person they were praying for, I was shown small wisps of light moving from the person asking for the prayer. With each word she spoke became small wisps of light rose toward Pastor then up. They moved not in straight lines, but in short curving beautiful waves. So very light and beautiful. The lady was not only telling what her prayer need was, she was saying it from her heart, literally already saying the prayer. I was being shown how our prayer words move as light  to God.  

The next person told the prayer they needed for someone. I was not shown the wisps of light.  This person was not praying yet. They were just telling the Pastor the prayer needed for all of us to pray. She just 'said' what prayer was needed and wasn't in spirit gear, per say. So, The Holy Spirit showed me  the healing light was already moving to the person needing it. That person was in a hospital bed. The way healing works when He works through me.  

I was shown a couple more like that, where healing came from the Holy Spirit from and through me like He does. Which means they were just telling the Pastor the prayers needed and not in spirit yet to pray and I was sending healing the way I do. 

Then, with the last person asking for prayer, I was shown the wavy lights again with each word they spoke rising toward the Pastor then upward over his head. I was excited and realized and literally said in my mind while being shown the lights, " Wow, our words become light, our words are literally taken to God in the form of light!" ly taken to God in the form of light!”  

I was shown that when we pray with faith each word is heard by God in the light of the Holy Spirit. Every word said with faith is heard and when heard because it came from our stillness and love and faith in God, literally by the Holy Spirit as the light the Holy Spirit is.  

Matthew 7:7-12  

King James Version  

7 Ask, and it shall be given you; seek, and ye shall find; knock, and it shall be opened unto you:  

8 For every one that asketh receiveth; and he that seeketh findeth; and to him that knocketh it shall be opened.  

When Pastor Anthony led us in the group prayer for all the requests, I FELT  and was shown a liquid  presence of The Holy Spirit. A pressure covered the room. I was given a KNOWING that God was there. No lights or wisps, a knowing all the prayers that day God was present. Difficult to explain surrounded by the presence of God, a liquid presence.  When the group prayed  God showed me He was literally present in a tangible way of pressure, no other way to describe it. And oh, such a feeling of peace.   

Matthew 18:20 - For where two or three are gathered together in my name, there am I in the midst of them. 

The final showing of His very presence is scripture based!.  So, different levels of action occur when we pray. One level are the words brought to God through the Holy Spirit. Since I was present at the Bible study, He used the gift given to me to send healing to others to show me a different level of His answering prayers. The final level of prayer shows. When a group prays, God is truly IN THE MIDST OF THEM/ US :) It was so beautiful I have no words.   

Take from this at least one thing. God waits for us to ask in faith what we need. It is all through the Bible to ask with faith and I tell ya what, His love surrounds when a group prayer is happening. No need for wisps, or being shown light. God, is present! Matthew 18:20 The tangible presence of God! 

Philippians 4:6-7 – Don't be anxious, Pray with Faith. Be anxious for nothing, but in everything by prayer and supplication with thanksgiving let your requests be made known to God.  

Be specific, Each part of your need is being communicated in a language you know, English, French, German etc. The words complete a sentence and a prayer. When we pray with faith God hears and I feel what I was shown is WHY He hears because, when said in faith, His Holy Spirit grasps our words because they are from our soul, our hearts, and that is where God is. And when a group prays, oh my! He truly is amidst all! 

King James Version   

BE SPECIFIC 

Matthew 20:30-34  

30 And, behold, two blind men sitting by the way side, when they heard that Jesus passed by, cried out, saying, Have mercy on us, O Lord, thou son of David.   

31 And the multitude rebuked them, because they should hold their peace: but they cried the more, saying, Have mercy on us, O Lord, thou son of David.   

32 And Jesus stood still, and called them, and said, What will ye that I shall do unto you?   

33 They say unto him, Lord, that our eyes may be opened.   

34 So Jesus had compassion on them, and touched their eyes: and immediately their eyes received sight, and they followed him.  

 Matthew 7:7-12  

King James Version  

7 Ask, and it shall be given you; seek, and ye shall find; knock, and it shall be opened unto you:  

8 For every one that asketh receiveth; and he that seeketh findeth; and to him that knocketh it shall be opened.  

5:15   

King James Version   

15 And the prayer of faith shall save the sick, and the Lord shall raise him up; and if he have committed sins, they shall be forgiven him.