Would we be able to walk if we had only 8% to 11% of our leg muscles available for use? Would we even be able to crawl?

Background:
Our classrooms, offices and communities are filled with students, employees and citizens who hear but are unable to listen. They see but are unable to perceive. The information they have seen or heard is received at the doorway of the memory bank capriciously but due to the inconsistency of the way in which the message is received to the brain, it is difficult for the brain to decipher or decode and place in memory. Therefore, such capricious information is rarely received into memory with any facsimile of accuracy.

Such a problem is frustrating not only to the individual but also anyone they communicate or work with, be it teacher, boss, customer or friend. Some blame it on age, others on a poor memory. The problem has roots much deeper than age or memory. However, today, we are finding resolution very quickly and efficiently through a science called Neuroplasticity by simply rewiring the brain.

One's ability to learn, process information to memory and recall is not based the size of one's brain but instead upon the number of connections. If your television only receives one channel clearly, we can conclude that your television only has one real connection. Your brain has the capacity for hundreds of millions of connections. The number of clear channels [connections] is defendant upon you.

Foundation:

When I review districts with low grade point averages, I look closer at the student body more so than the instructors. Instructors have graduated from their respective colleges with compatible grades but are employed in districts which differ greatly in demographics. It is these demographics I take considerable interest in. As expected, I find the more depressed the community, the lower the achievement. To find a solution, I look to the students, their home life, their street life, their stress levels and their cognitive / spatial skills. Here, I find the difference.

The EPSystem directly targets not lower, depressed students, as you can find them in any program and in any lifestyle. The EPSystem does not teach math nor reading, although once the chemical balance is achieved, the neuroplasticity portions kick in. The EPSystem is designed for brain chemical adjustment, offloading of excess baggage and relieving depression, stress, low self esteem and the rewiring of the brain through neuroplasticity.

This program has proven itself time and again as you will see in the results noted below.

Consider the following parallel:

Barring serious illness, brain disease, major brain injury or misuse, one can improve learning, memory and recall connections at any age.

Anyone can talk. Talking is an exchange of words. Few can communicate. Communications is an exchange of thoughts. Communications is a learned experience.

Everyone has the ability to listen, to see, to learn and to recall information as needed from their memory base, yet, few are able to recall information as needed. Learning, Memory and Recall is a learned experience.

There are definite stages of brain development, from the fetal state throughout one's golden years, each stage building upon the other. (please refer to my research on and reports on 'Windows of Learning) The EPSystem I have developed helps one achieve their maximum potential at each stage of brain development. This report includes portions of the clinical trials, independent testing and classroom trials.


Muscles and Brain Activity:

If we used only 8% to 11% of our biceps or triceps capacity, we would have a difficult time opening a door or turning on a light switch.

Would we be able to walk if we had only 8% to 11% of our leg muscles available for use? Would we even be able to crawl?

The brain is a muscle and requires exercise to become proficient. Major research centers conclude that we use only 8% to 11% of our brains capacity. We have taught ourselves to be content using only this small portion of our brain capacity.

Imagine the world of possibilities if we exercised our brains with the same vigor and determination as we do our other muscle groups.

Certain exercises allow us to build stronger abs, biceps, triceps and develop other major muscle groups. We are able to see these muscle groups grow and develop. We need the strength to help us do everyday chores.

A body builder will do curls and leg lifts to develop key muscle groups. They will bench press weights to develop their chest, biceps and triceps. Certain muscle groups respond to certain types of exercises. I have developed key exercises that develop the brain, and help the brain reach it's maximum potential during each 'Window of Learning'.

Dr. Maness' research in Neuroplasticity has led him to the development of a variety of cognitive exercises to develop the muscle known as the brain. These brain based exercises help stimulate dormant connections and help us process information to memory and recall faster and as a result, helps us learn more in less time and remember what we have learned.

Dr. Maness has taken his research and developed a course curriculum and has placed it in several public and private schools and institutions. The results of his research and classroom trials are included and an integral part of this report.

Foundation:
Written by: Dennis R. Maness

When I review districts with low grade point averages, I look closer at the student body more so than the instructors. Instructors have graduated from their respective colleges with compatible grades but are employed in districts which differ greatly in demographics. It is these demographics I take considerable interest in. As expected, I find the more depressed the community, the lower the achievement. To find a solution, I look to the students, their home life, their street life, their stress levels and their cognitive / spatial skills. Here, I find the difference.

The EPSystem directly targets not lower, depressed students, as you can find them in any program and in any lifestyle. The EPSystem does not teach math nor reading, although once the chemical balance is achieved, the neuroplasticity portions kick in. The EPSystem is designed for brain chemical adjustment, offloading of excess baggage and relieving depression, stress, low self esteem and the rewiring of the brain through neuroplasticity.

In the years 2002 and 2003, this program was the subject of over 450 clinic and classroom trials. This report summarizes the findings of those trials.

We now introduce you to the EPSystem which is an acronym for Education & Productivity System, an Accelerated Learning and Productivity program.

Below are noted three classroom trials. Dr. Maness presents information from Programs One and Two which consisted of near 487 participating students. Dr. Maness discounts the information from Program Three because it was via the Internet in an uncontrolled environment, the results are not verifiable, therefore not included in this report.

Program One: Dr. Maness works one on one with the students, one student at a time in private sessions.

Program Two: The field trials for program two were conducted in a classroom environment. The two trials each ran for a period of six months. Each Classroom Trial included 487 participating students.

Program Three: For one year, Dr. Maness made his programs available to students at no cost via the Internet. Participants were not solicited, and the program was made available to anyone who wished to participate. This does not qualify as a Clinical Trial nor Classroom Trials as information is difficult to verify. At the time Program Three was conducted, there was no way to verify information submitted regarding socio-economic, medical, educational or neuro history. Therefore, Dr. Maness places little credence in the results of Program Three for useful data. It is included in this report only to note the fact the Trial did take place.

Program One / Classroom Trial:
Dr. Maness' first classroom trial was first conducted in a home school in California. He hired an outside laboratory [Nedau Center] to conduct the cognitive testing. The laboratory is privately owned and is affiliated with the University of Southern California.

History:

The first student had all B's and C's on his report card and was being promoted by his public school. The parent moved to another city within the State of California and proceeded to enroll this particular student into a private school near his home. The parent was contacted by the school [Cornerstone School, Camarillo, Ca.] and advised the student was doing Kindergarten and First Grade work and was holding his Third Grade class back. After testing, the school made the decision to place the student in a Kindergarten class and allow the eight year old to work his way up.

The parents were very upset that the child had done so well in one school district and couldn't qualify for the same grade level in another. However, what made matters worse is the fact the child was about to be moved back to Kindergarten, three year displacement.

The parent made the decision to home school the child. The first attempt at home schooling was made through Horizon, an affiliation of many local home school students in the area. This membership lasted only two months as the director could not place a grade level on the student and didn't feel comfortable managing him.

Program:

Dr. Maness set up a home school for the child through the County of Ventura, State of California, and arranged for text material and aid as required through Dos Caminos Elementary School in Camarillo, California, the nearest elementary school to the child's house.

Dr. Maness arranged cognitive testing for the child through the Nedau Clinic, at that time, affiliated with the University of Southern California. The results came back as follows:

The brain stem was not developing in accordance with the growth of the rest of his brain and body. The child was mildly dyslexic but all other cognitive skills were normal for his age.

Therapy was recommended for the child and Dr. Maness proceeded with the home school program.

Dr. Maness worked with the child nine hours a week. The family worked with their child a minimum of three hours a day to complete the home school program.

The child was home schooled for one year. At the end of the one year, he was tested again to re-enter school. The child tested four years ahead in reading and three years ahead in math.

We monitored the child through high school graduation. He maintained an "A" average in junior high school and a 3.8 GPA through high school. He is now in his first year of college where he has pulled a 3.0 GPA.

Dr. Maness worked with the child utilizing his Cognitive Accelerated Learning program.

The Classroom Trials ran for six months and included 487 participants. Participants attended the trial for one hour and fifty minutes four days each week [or a total of 29.33 hours classroom time].

Each of the participants of the program had access to a computer workstation. Participants utilized the computer about one third of the time. The remaining two thirds of the time, is spent performing a variety of classroom projects.

Testing to determine grade level placement:
Each participant is tested before attending the Education / Productivity program to determine their grade level of performance for reading and math skills. The test is a federal, nationally accepted test used throughout the entire Federal program. This test is administered by the Federal employees and not by AmPDC staff. Each participant is then tested upon exiting the Education / Productivity program to determine their progress.

Participants in the EPS Programs were received from a variety of sources. In addition to those received from the low-middle class family, two thirds were received from homeless shelters, the county probation department, gang related referrals and social worker referrals. The special education students were from two different economic climates. The first special education group came from lower middle class to upper low class neighborhoods. The second special education group came from upper middle to upper class economic neighborhoods.

• 81% of the participants carried baggage ranging from Post Traumatic Stress Disorder, rape, suicidal, cutters, bi-polar, severe depression, ADD, ADHD, probationary and gang activity and low self esteem.

• 19% of the participants were from average, middle class families.

Racial mix

• 41% Hispanic,
• 34% African American,
• 16% White,
• 8% Asian
• 1% Pacific Islander (Filipino, Samoan etc.)

• 94% of the participants had used drugs ranging from casual use of marijuana to frequent use of ecstasy and strong hallucinates.

Entry testing shows the participants average grade level for Math at fourth grade. The average reading skills are fifth grade range. Lowest math and reading scores are below First Grade and the highest math and reading scores are first year college. [The average is taken by removing the highest and the lowest grades then averaging the remaining.]

• Program participants age range is fifteen through twenty-four.

Of the participants without their High School Diploma,

• 18% read at a 1st to 3rd grade level,
• 61% read at a 4th to 5th grade level.
• 17% read at 6th to 8th grade level.
• 4% read at a minimum 8th grade level.

Of the participants without their High School Diploma,

• 6% math test placement at a first to 3rd grade level,
• 81% math test placement at a 4th to 6th grade level.
• 11% math test placement at 7th to 8th grade level.
• 2% math tested a minimum 8th grade level.

Twenty percent have their high school diploma. Of those with high school diplomas;

• 21% read at a first to 3rd grade level,
• 46% read at a 5th to 7th grade level.
• 24% read at 6th to 8th grade level.
• 9% read at a minimum 8th grade level.

Of the participants with their High School Diploma,

• 1% math test placement at a first to 3rd grade level,
• 67% math test placement at a 5th to 7th grade level.
• 24% math test placement at 6th to 8th grade level.
• 8% math tested a minimum 8th grade level.

The program was reviewed the program after six months and celebrated the following results:

• Special education participants in Classroom Trials saw an average improvement of one and one half years grade level improvement in reading and math skills in only eight hours.

• Participants in the Group two Classroom Trials [those participants who have learning difficulties] see an average of four and one half years grade level improvement in math and reading in only eight hours.

• 57% increase in High School Diplomas and GED's this six months over the previous year.

• The average student gained 3.5 years in math skills after the 30 hour program.

• The average student gained 4.5 years in reading skills after the 30 hour program.

• 56% tripled their reading speed while improving comprehension rates to 100%

• 7% increased their reading speed over 10x while improving comprehension rates to 100%.

• 22% received at least one Association Awards for their Achievement in Academics.

• 11% received two or more Association Awards for their Achievement in Academics.

The following results were obtained in the 29.33 hour Education / Productivity program using Neuroplasticity programs developed by Dr. Maness.

The program is designed to augment any educational environment, class, subject and training program. Its purpose is to teach students of all ages how to learn more in less time and remember it longer.

The Education / Productivity program is designed to be a prelude to any learning or corporate training program. A student who completes the EPSystem will then be more prepared to learn from any program they are in pursuit of. The student is more prepared for learning, will have developed a greater self esteem and confidence and are mentally prepared to learn. The EPSystem will help the student learn more in less time and remember it longer.

Legal Information
The program is called the EPSystem which stands for Education and Productivity System. All trademarks, patents, copyrights and licenses are filed under the name Dennis R. Maness.