How are Humans Wired? We are the Creative Expression of Creation It's self.

What's the difference between Brains? and how is it humans believe we were ever without, wisdom or inter knowing ?

 We are the  Creative Expression of Creation It's self.

How has the male Brain created the actions that have constructed this reality? Why has the female brain been dismissed?

Understanding the wiring systems seems like the place to start.

Neuroscience of sex differences

Neuroscience of sex differences is the study of the characteristics of the brain that separate the male brain from the female brain. Unlike sexual characteristics, which are the physical qualities that separate the two sexes of an organism, the neurological differences are not visually apparent and therefore hard to study. Psychological sex differences are thought by some to reflect the interaction of genes, hormones and social learning on brain development throughout the lifespan. Some evidence from brain morphology and function studies indicates that male and female brains cannot always be assumed to be identical from either a structural or functional perspective, and some brain structures are sexually dimorphic.^[1]

History

Ideas of differences in the male and female brain circulated during the time of ancient Greek philosophers around 850 B.C. Aristotle claimed that males did not "receive their soul" until 40 days post-gestation and females did not until 80 days. In 1854, Emil Huschke discovered that "the frontal lobe in the male is all of 1% larger than that of the female"^[2] As the 19th century progressed, scientists began researching sexual dimorphisms in the brain significantly more.^[3] Until around 21 years ago, scientists knew of several structural sexual dimorphisms of the brain, but they did not think that sex had any impact on how the human brain performs daily tasks. Through fMRI and PET scan studies a great deal of information regarding the differences between male and female brains and how much they differ in regards to both structure and function has been uncovered.

Male vs. female brain anatomy

Hemisphere differences

A popular theory regarding language functions is that women use both hemispheres more equally, whereas men are more strongly lateralized to the left hemisphere.^[5] This theory found initial support in a high-profile study of 19 men and 19 women, which found stronger lateralization in men during one of the three language tasks assessed.^[6] In 2008, some researchers concluded that further studies have failed to replicate this finding, and a meta-analysis of 29 studies comparing language lateralization in males and females found no overall difference.^[7] However, in 2013, researchers at the Perelman School of Medicine at the University of Pennsylvania mapped notable differences in male and female neural wiring. The study, which used Functional magnetic resonance imaging, concluded that inter-hemispheric connectivity was much stronger in women's and girls' brains, whereas intra-hemispheric connectivity was much stronger in the brains of men and boys.^[8]
 

The amygdala (red) in a human brain

The amygdala plays a large role in emotional memory formation and storage. It has been found that it exhibits structural differences in male versus female brains. Some of these differences include size (men have a larger amygdala than women), rate of development, number of sex hormone receptors, medial amygdala (male rats have "around 80% more excitatory synapses/neuron than do females").^[9]
Several functional differences have been observed in the male and female amygdala as well. One functional difference is emotional memory retention. On average, women retain emotional memories more vividly than do men. Sometimes, however, this can have a negative effect on women and they may have impaired memory at times due to strong emotional overlap. Another negative outcome of women forming strong emotional memories is an increased 'vulnerability to depression". Females tend to dwell on negative feelings or "memories of negative life experiences" which can lead to depression. Post-traumatic stress disorder (PTSD), an anxiety disorder, is also more prevalent in women (2 times more common in women than in men) for similar reasons. Emotional memory encoding also differs between the male and female amygdala; males encode emotional memories using the right side of their amygdala while women use the left. A behavioral difference that has been linked to the amygdala's size is sexual drive. Men have a greater sex drive than women; this may be due to the fact that males have a larger amygdala.[10]

Hippocampus

Several studies have shown the hippocampi of men and women to differ anatomically, neurochemically, and also in degree of long-term potentiation. Such evidence indicates that sex should influence the role of the hippocampus in learning. One experiment examined the effects of stress on Pavlovian conditioning performance in both sexes and found that males’ performance under stress was enhanced while female performance was impaired. Activation of the hippocampus is more dominant on the left side of hippocampus in females, while it is more dominant on the right side in males. This in turn influences cognitive reasoning; women use more verbal strategies than men when performing a task that requires cognitive thinking.^[11] The hippocampus’s relationship with other structures in the brain influences learning and has been found to be sexually dimorphic as well.^[1]
Oestradiol has been found to influence hippocampal development. Studies have shown neurogenesis, or the formation of new neurons, to be higher in the male hippocampus than in that of the female. This may be due to the lower levels of estradiol in the male brain compared to the female brain. providing a more optimal environment for neurogenesis.^[12]

The limbic system

The limbic brain displays sexual asymmetries. A brain region closely associated with the limbic system known as the ventromedial prefrontal cortex (VPMC), plays a key role in social emotional processing. In accordance with the sexual dimorphism of the amygdala, the right VPMC is more dominant in an active limbic system for males while the left is more dominant in females. These differences carry out to a behavioral level. For example, Koscik et al. wrote:

"A man with a unilateral right VMPC lesion, who was well educated and had worked successfully as a minister, was entirely unable to return to any form of gainful employment after his brain damage. He requires supervision for daily tasks and demonstrates severe disturbances in behavior and emotional regulation, including impulsivity and poor judgment. By contrast, a man with a unilateral left VMPC lesion was able to return to his job at a grain elevator and remains successfully employed there. He is remarkably free of disturbances to his social life and emotional functioning"

In addition, a study where a group of individuals were asked to engage in a Trust Game, "a neuroeconomics task game" found that men and women who exhibited lesions in their right and left VPMC's had less trust in others.[13]

White/grey matter

Global and regional grey matter (GM) differs in men and women. Women have larger left orbitofrontal GM volumes and overall cortical thickness than men.^[14] Behavioral implications of the greater volume have not yet been discovered. Women have a higher percentage of GM, whereas men have a higher percentage of WM and of CSF (cerebrospinal fluid). In men the percentage of GM was higher in the left hemisphere, the percentage of WM was symmetric, and the percentage of CSF was higher in the right. Women showed no asymmetries. Both GM and WM volumes correlated moderately with global, verbal, and spatial performance across groups. However, the regression of cognitive performance and WM volume was significantly steeper in women. ^[15]

Orbital prefrontal cortex

Positron emission tomography studies have shown that men and women ranging from the ages of 19 to 32 years old metabolize glucose at significantly different rates in the orbital prefrontal cortex. Furthermore, MRI images display reduced hemispheric brain volumes, specifically in the frontal and temporal regions, in men more so than women. Infant males who exhibited lesions on their orbital prefrontal cortex struggled with object reversal experiments, but females exhibiting such lesions did not have impaired performance in object reversal.^[16]

Wiring

On the basis of diffusion tensor imaging of 1,000 brain scans it has been shown that significant differences in wiring exist between male and female brains. Men's brains were shown to have stronger connections between the front and back regions of the brain, and were mostly confined to individual hemispheres, whereas women's brain had stronger connections between the left and right hemispheres.^[8] The obtained maps of neural circuitry were supportive of old stereotypes according to which men's brains are more suited for perception and coordination, and women's brains are more suited for social skills and multitasking.^[8] The detected differences in neural connectivity were negligible up to the age of 13, but became much more prominent in the 14-17 year-olds.^[8]

Neurochemical differences

Hormones

Steroid hormones have several effects on brain development as well as maintenance of homeostasis throughout adulthood. One effect they exhibit is on the hypothalamus, where they increase synapse formation.^[20] Estrogen receptors have been found in the hypothalamus, pituitary gland, hippocampus, and frontal cortex, indicating the estrogen plays a role in brain development. Gonadal hormone receptors have also been found in the basal forebrain nuclei.^[21]

Estrogen and the female brain

Estradiol influences cognitive function, specifically by enhancing learning and memory in a dose-sensitive manner. Too much estrogen can have negative effects by weakening performance of learned tasks as well as hindering performance of memory tasks; this can result in females exhibiting poorer performance of such tasks when compared to males.^[22]
It has been suggested that during development, estrogen can exhibit both feminizing and defeminizing effects on the human brain; high levels of estrogen induce male neural traits to develop while moderate levels induce female traits. In females, defeminizing effects are resisted due to the presence of α-fetoprotein (AFP), a carrier protein proposed to transport estrogen into brain cells, allowing the female brain to properly develop. The role of AFP is significant at crucial stages of development, however. Prenatally, AFP blocks estrogen. Postnatally, AFP decreases to ineffective levels; therefore, it is probable that estrogen exhibits its effects on female brain development postnatally.^[23]
Ovariectomies, surgeries inducing menopause, or natural menopause cause fluctuating and decreased estrogen levels in women. This in turn can “ attenuate the effects” of endogenous opioid peptides. Opioid peptides are known to play a role in emotion and motivation. β-endorphin (β-EP), an endogenous opioid peptide, content has been found to decrease (in varying amounts/brain region),post ovariectomy, in female rats within the hypothalamus, hippocampus, and pituitary gland. Such a change in β-EP levels could be the cause of mood swings, behavioral disturbances, and hot flashes in post menopausal women.^[21]

Testosterone and the male brain

Testosterone has been found to play a big role during development but may have independent effects on sexually dimorphic brain regions in adulthood. Studies have shown that the medial amygdala of male hamsters exhibits lateralization and sexual dimorphism prior to puberty. Furthermore, organization of this structure during development is influenced by the presence of androgens and testosterone. This is evident when comparing medial amygdala volume of male and female rats, adult male brains have a medial amygdala of greater volume than do adult female brains which is partially due to androgen circulation.^[9] It also heavily influences male development; a study found that perinatal females introduced to elevated testosterone levels exhibited male behavior patterns. In the absence of testosterone, female behavior is retained.^[20] Testosterone's influence on the brain is caused by organizational developmental effects. It has been shown to influence proaptotic proteins so that they increase neuronal cell death in certain brain regions. Another way testosterone affects brain development is by aiding in the construction of the "limbic hypothalamic neural networks".^[20]
Similar to how estrogen enhances memory and learning in women, testosterone has been found to enhance memory recall in men. In a study testing a correlation between memory a recall and testosterone levels in men, "fMRI analysis revealed that higher testosterone levels were related to increased brain activation in the amygdala during encoding of neutral pictures".<sup>[24]

"God hath made man upright; but they have sought out many
inventions/'
THERE is an automatic procedure within the human
body, which, if not interfered with, will do away
with sickness, trouble, sorrow and death, as stated
in the Bible.
Truly, mankind, or the natural man, seeks many ways
and means to prevent the upright, perfect, automatic way
from "accomplishing that whereunto it was sent."
The natural man forever seeks pleasurable sensation,
wnich is at enmity with God. Physical sensation (ttic
"Pleasures of sin for a season/ 1 or limited duration, referred
to by Paul, are under the law, or below the solar
olexus, hence, "He that is led by the spirit is not under the
Uw."

Any act, coming under the meaning of sin, retards
or prevents the automatic action of the seed, which, if
not interfered with, lifts up a portion (one-tenth) of the
life essence (oil or secretion) that constantly flows down
the spinal cord (a "Strait and narrow way") and transmutes
it, thus increasing its power many fold and perpetuating
the body indefinitely, or until the Ego desires to
dissolve it by rates of motion set in action by its inherent
will.
If the allegories of Matthew, Mark, Luke and John, as
well as Paul's Epistles and Acts of the Apostles teach anything,
they teach the mastery and transmutation of the
human body by anyone who obeys the physiological guide
book the whole book the Holy Bible.
But let the reader observe that each of the 66 books,
as well as an almost countless number of ancient books
of all races and languages, teach the same mathematical
and physiological facts.
Man has turned the mighty power he possesses to
every object and principle of force in the universe except
himself^
the greatest miracle of all. When man focuses
his divine thinking lens upon himself, he will realize that
he is an epitome of unlimited Cosmic Energy. Then the
"Heavens will roll together as a scroll" and reveal the
Real Man as "the Lamb of God that taketh away the
sins of the world."

"The great idea baffles wit;
Language falters under it;
It leaves the learned in the lurch
Nor art, nor power, nor toil can find
The measure of the Eternal Mind,
Nor hymn, nor prayer, nor church."

https://archive.org/details/godmanwordmadefl00carerich
 

http://en.wikipedia.org/wiki/Neuroscience_of_sex_differences</sup>

 

Your "ONE" , Never believe your a Copy.

Philosophical views of the individual human

Individual - An individual is a person or a specific object. Individuality (or selfhood) is the state or quality of being an individual; particularly of being a person separate from other persons and possessing his or her own needs or goals. The exact definition of an individual is important in the fields of biology, law, and philosophy.

From the 15th century and earlier (and also today within the fields of statistics and metaphysics) individual meant "indivisible", typically describing any numerically singular thing, but sometimes meaning "a person." (q.v. "The problem of proper names"^{[clarification needed]}). From the 17th century on, individual indicates separateness, as in individualism.^[1]

In law
An individual de facto lawfully defined usually refers to a natural person,^{[citation needed]} as opposed to a legal person (which could be a corporation). It can also possibly be a person or a specific object if otherwise defined.^{[citation needed]}

 individual human

Empiricism

Early empiricists such as Ibn Tufail^[2] in early 12th century Islamic Spain, and John Locke in late 17th century England, introduced the idea of the individual as a tabula rasa ("blank slate"), shaped from birth by experience and education. This ties into the idea of the liberty and rights of the individual, society as a social contract between rational individuals, and the beginnings of individualism as a doctrine.

Identity (social science)

Biology
In biology, the question of what is an individual is related to the question of what is an organism, which is an important question in biology and philosophy of biology, but there has been little explicit work devoted to the biological notion of an individual.^[5] An individual organism is not the only kind of individual that is considered as a "unit of selection".^[5] Genes, genomes, or groups may function as individual units.^[5]

Not to be confused with personal identity.

In psychology, sociology, and anthropology, identity is a person's conception and expression of their own (self-identity) and others' individuality or group affiliations (such as national identity and cultural identity).
In cognitive psychology, the term "identity" refers to the capacity for self-reflection and the awareness of self (Leary & Tangney 2003, p. 3).

Use in psychology

Erik Erikson (1902-1994) became one of the earliest psychologists to take an explicit interest in identity. The Eriksonian framework rests upon a distinction among the psychological sense of continuity, known as the ego identity (sometimes identified simply as "the self"); the personal idiosyncrasies that separate one person from the next, known as the personal identity; and the collection of social roles that a person might play, known as either the social identity or the cultural identity. Erikson's work, in the psychodynamic tradition, aimed to investigate the process of identity formation across a lifespan. Progressive strength in the ego identity, for example, can be charted in terms of a series of stages in which identity is formed in response to increasingly sophisticated challenges. The process of forming a viable sense of identity for the culture is conceptualized as an adolescent task, and those who do not manage a resynthesis of childhood identifications are seen as being in a state of ‘identity diffusion’ whereas those who retain their initially given identities unquestioned have ‘foreclosed’ identities (Weinreich & Saunderson 2003 p7-8). On some readings of Erikson, the development of a strong ego identity, along with the proper integration into a stable society and culture, lead to a stronger sense of identity in general. Accordingly, a deficiency in either of these factors may increase the chance of an identity crisis or confusion (Cote & Levine 2002, p. 22).
Although the self is distinct from identity, the literature of self-psychology can offer some insight into how identity is maintained (Cote & Levin 2002, p. 24). From the vantage point of self-psychology, there are two areas of interest: the processes by which a self is formed (the "I"), and the actual content of the schemata which compose the self-concept (the "Me"). In the latter field, theorists have shown interest in relating the self-concept to self-esteem, the differences between complex and simple ways of organizing self-knowledge, and the links between those organizing principles and the processing of information (Cote & Levin 2002).

 Identity formation strategies - Strategies ? for ?
Another issue of interest in social psychology is related to the notion that there are certain identity formation strategies which a person may use to adapt to the social world. (Cote & Levin 2002, pp. 3–5) developed a typology which investigated the different manners of behavior that individuals may have. (3) Their typology includes:

In 1949 the term was used to describe a dissatisfaction with modern architecture, and led to the postmodern architecture movement,^[7] perhaps also a response to the modernist architectural movement known as the International Style. Postmodernism in architecture is marked by the re-emergence of surface ornament, reference to surrounding buildings in urban architecture, historical reference in decorative forms (eclecticism), and non-orthogonal angles.
In 1971, in a lecture delivered at the Institute of Contemporary Art, London, Mel Bochner described "post-modernism" in art as having started with Jasper Johns, "who first rejected sense-data and the singular point-of-view as the basis for his art, and treated art as a critical investigation."


Eclecticism is a conceptual approach that does not hold rigidly to a single paradigm or set of assumptions, but instead draws upon multiple theories, styles, or ideas to gain complementary insights into a subject, or applies different theories in particular cases.
It can sometimes seem inelegant or lacking in simplicity, and eclectics are sometimes criticized for lack of consistency in their thinking. It is, however, common in many fields of study. For example, most psychologists accept certain aspects of behaviorism, but do not attempt to use the theory to explain all aspects of human behavior

Paradigm 

 In science and epistemology (the theory of knowledge), a paradigm /ˈpærədaɪm/ is a distinct concept or thought pattern

Paradigm shifts

In The Structure of Scientific Revolutions, Kuhn wrote that "Successive transition from one paradigm to another via revolution is the usual developmental pattern of mature science." (p. 12)
Paradigm shifts tend to be most dramatic in sciences that appear to be stable and mature, as in physics at the end of the 19th century. At that time, a statement generally attributed to physicist Lord Kelvin famously claimed, "There is nothing new to be discovered in physics now. All that remains is more and more precise measurement."^[16] Five years later, Albert Einstein published his paper on special relativity, which challenged the very simple set of rules laid down by Newtonian mechanics, which had been used to describe force and motion for over two hundred years. In this case, the new paradigm reduces the old to a special case in the sense that Newtonian mechanics is still a good model for approximation for speeds that are slow compared to the speed of light. Philosophers and historians of science, including Kuhn himself, ultimately accepted a modified version of Kuhn's model, which synthesizes his original view with the gradualist model that preceded it. Kuhn's original model is now generally seen as too limited.
Handa,^[28] M.L. (1986) introduced the idea of "social paradigm" in the context of social sciences. He identified the basic components of a social paradigm. Like Kuhn, Handa addressed the issue of changing paradigm; the process popularly known as "paradigm shift". In this respect, he focused on social circumstances that precipitate such a shift and the effects of the shift on social institutions, including the institution of education. This broad shift in the social arena, in turn, changes the way the individual perceives reality.
Another use of the word paradigm is in the sense of "worldview". For example, in social science, the term is used to describe the set of experiences, beliefs and values that affect the way an individual perceives reality and responds to that perception. Social scientists have adopted the Kuhnian phrase "paradigm shift" to denote a change in how a given society goes about organizing and understanding reality. A "dominant paradigm" refers to the values, or system of thought, in a society that are most standard and widely held at a given time. Dominant paradigms are shaped both by the community's cultural background and by the context of the historical moment. The following are conditions that facilitate a system of thought to become an accepted dominant paradigm:

• Professional organizations that give legitimacy to the paradigm
• Dynamic leaders who introduce and purport the paradigm
• Journals and editors who write about the system of thought. They both disseminate the information essential to the paradigm and give the paradigm legitimacy
• Government agencies who give credence to the paradigm
• Educators who propagate the paradigm's ideas by teaching it to students
• Conferences conducted that are devoted to discussing ideas central to the paradigm
• Media coverage
• Lay groups, or groups based around the concerns of lay persons, that embrace the beliefs central to the paradigm
• Sources of funding to further research on the paradigm.

 The word paradigm is also still used to indicate a pattern or model or an outstandingly clear or typical example or archetype. The term is frequently used in this sense in the design professions. Design Paradigms or archetypes comprise functional precedents for design solutions. The best known references on design paradigms are Design Paradigms: A Sourcebook for Creative Visualization, by Wake, and Design Paradigms by Petroski
This term is also used in cybernetics. Here it means (in a very wide sense) a (conceptual) protoprogram for reducing the chaotic mass to some form of order. Note the similarities to the concept of entropy in chemistry and physics. A paradigm there would be a sort of prohibition to proceed with any action that would increase the total entropy of the system. To create a paradigm requires a closed system that accepts changes. Thus a paradigm can only apply to a system that is not in its finalstage.

 Eclecticism in architecture at the intersection of Rákóczi Avenue and the Grand Boulevard in Budapest. The Hungarian capital "is a uniquely unified image of the world".<sup>[1]
http://en.wikipedia.org/wiki/Individual#B

 https://kateofgaia.wordpress.com/kates-writings/
http://losethename.com/</sup>