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>> Dear friend, thank
you so much for joining
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"It Is Written
Canada." Today I have with me
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a special guest. That guest
is Dr. Neil Nedley. Dr. Nedley,
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thank you so much for joining
us. >> Thank you. Thanks for
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asking. >> Now, Dr. Nedley,
you've been here a number of
times before, but just a
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reminder to our audience --
Dr. Nedley has an MD in internal
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medicine. He specialized in
gastroenterology. And in the
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last -- well, has it been about
30, almost 40 years you've been
specializing in brain health.
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>> [ Chuckles ] That's right.
>> And, so, Dr. Nedley, we've
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talked about this in previous
programs, but maybe talk about
that. How does brain health
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relate to gastroenterology? How
did you get interested in brain
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health? >> Well, there's quite a
mind-body connection in a lot of
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areas, but particularly in the
gastrointestinal area. For
instance, if we weigh all of
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the nerves supplying the GI
tract, and we were to actually
scrape those off at surgery,
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they would weigh four times as
much as the entire spinal cord,
which is nothing but a plexus of
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neurons and nerves. And so when
things go wrong up here, often
it's manifested down
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here, and the person thinks they
have a GI problem, but the fix
is actually above their eyes.
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>> Well, that is good. That's
what we're gonna be talking
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about today. We're gonna be
talking a little bit about how
to improve your memory and how
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to improve your intelligence.
Now, Dr. Nedley, you've authored
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the book "Optimizing Your
Brain," and you actually have a
program that is offered in
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communities called "Optimizing
Your Brain." >> Yes. >> Talk a
little bit about that,
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"Optimizing Your Brain," both
the book and the program that is
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offered. >> Well, there's two
primary ways in which we can
optimize the brain.
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One is by increasing our
intelligence. That is, our
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ability to learn and retain and
apply knowledge. And so there's
much that we can do to change
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our brains to be able to absorb
a lot more, and to become
basically smarter individuals.
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But in addition to that, if we
optimize the brain correctly,
we'll also be able to
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optimize the brain emotionally,
because our brain is our
emotional center, as well.
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And so this is the area of our
being where we manage
distressing emotions, where we
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can actually know and understand
our emotions and the emotions of
others, and respond to those
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emotions in a healthy way. And,
so, those are the two different
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tracks that we go through. Some
of them actually have the same
type of remedy that will
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help both, and then there are
some differences, as well. >>
Now, if someone were
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interested in purchasing the
book "Optimizing Your Brain,"
where might they be able to
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find that available?
>> They can find it at
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a number of different
outlets. But our website,
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DrNedley.com,
would be a simple way.
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Just go to the store, and
you'd be able to find that
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and its supporting
materials. >> Fantastic.
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And there's also community-based
programs that are offered around
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Canada, around the
United States, and around
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the world... >> That's correct.
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>> ...called "Optimizing
Your Brain," as well.
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And can they find out
about that program, as well, at
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DrNedley.com? >> They can, yeah.
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Or they can just go
to OptimizeYourBrain.com.
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And that's a six-week program,
once a week for six weeks,
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and it's amazing what can happen
with just a couple hours once a
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week for six weeks in regards to
optimizing our brains. >> That
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is wonderful. Well, we're gonna
spend just a little bit of time
talking about that optimizing
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of our brain. >> Yeah. >>
Specifically, how to improve
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memory and intelligence. Now,
you talked a little bit about
this just a moment ago,
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But what is it to
be intelligent? What is
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intelligence? >> Well, what
we're measuring on an IQ test is
someone's what we call fluid
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intelligence. At least, that's
what we're trying to measure.
And that is not your
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knowledge base. You know, an IQ
test is not how much knowledge
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you have, because if that were
the case, your IQ would continue
to raise throughout life as you
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accumulate more and more
knowledge. But your actual IQ
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is your ability to learn,
retain, and apply new knowledge.
And so we want to have a brain
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that's flexible, that's able to
do that throughout life. In
fact, so much of our
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happiness and success throughout
life is our ability to learn,
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retain, and apply new knowledge.
And so this is an important
factor for life satisfaction,
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as well as being able to
identify with people from all
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walks of life. >> And so you
said, "Learn, retain, and
apply." >> That's right.
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>> So how does memory fit in
with intelligence? >> Well, it
fits in right there
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in the middle. To retain,
we have to have a memory.
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And some people kind of
de-emphasize memory as something
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that's not important as far as
really smart people are
concerned, 'cause they can kind
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of figure things out. But it
turns out, when you lose your
memory, you really lose
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your smartness, as well. And,
so, the memory is a crucial
factor of being able to do all
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three of those things. And, yes,
there's more involved than just
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memory, but memory is a very key
ingredient to intelligence. >>
Now, how might someone
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be able to tell if their memory
is declining? >> Well, that's a
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good point. You know, what we're
most concerned about is people
whose memory is declining and
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they're not concerned
about it. >> Okay. >> You know?
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And, of course, that's typical
of Alzheimer's type of patients
and those type of things.
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They could be suffering from
early Alzheimer's. And, by the
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way, it's much better to find
out you have Alzheimer's early,
'cause there are things that we
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can do to arrest its decline
that you may be able to find out
in this program or in our
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program. But, often, memory loss
is not related to Alzheimer's.
And if it's not related to
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Alzheimer's, often the person
themself recognizes it. In other
words, they recognize,
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"You know, I was able to retain
before, and now I can't remember
people's names, and there's
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certain words that I'm wanting
to use, and all of a sudden I
can't remember the word."
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That doesn't mean that it's
Alzheimer's. It could be, but if
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they're concerned about it,
normally it's other factors that
are causing their memory
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decline, and those other factors
are often very reversible. And
so we just have to find out
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what factors are involved, as to
why their memory is going down,
and we can bring that
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memory back up again pretty
significantly. >> Now, we're
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gonna spend a lot of time
talking about those other
factors, but let's come back to
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this question on Alzheimer's.
Because I'm sure somebody has
heard you say there's a way to
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arrest it... >> Yes. >>
...and I don't want to leave
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that and have this person
hanging and saying, "Oh, what
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can they do?" >> Okay. >> What
can an individual do who finds
out that, early on,
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they have Alzheimer's? What are
some things that can be done to
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arrest the decline of that
memory loss in the Alzheimer's
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patient? >> There's basically
four areas that we address. One
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is blood pressure. The higher
your blood pressure, the faster
that Alzheimer's is going to
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catch up with you. >> Okay. >>
And so we would like to bring
that blood pressure down to
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120/80 through natural means as
much as possible. So that might
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mean a low-salt diet. It might
mean getting more potassium and
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calcium and magnesium in your
diet. It might mean getting on a
regular exercise program.
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So, we want to get the blood
pressure down. Secondly, we want
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to get the cholesterol down,
because high cholesterol also
fuels Alzheimer's disease.
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And so we want to get the
high-cholesterol foods, like
cheese and meat products,
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particularly red meat -- but,
also, white meat has quite a bit
of cholesterol, as well --
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and shift over away from a
saturated-fat diet to more
polyunsaturated fat, which can
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bring the cholesterol down. A
lot of people are not aware that
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coconut oil raises cholesterol
because it's highly saturated.
It increases your liver's
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production of cholesterol. So
we might make some significant
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changes in diet to bring that
down. Thirdly, we want to
improve the antioxidants.
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Antioxidants are a key part of
protecting the brain from
free-radical damage.
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And, so, the high-antioxidant
vitamins, the high-antioxidant
plant foods, fruits, vegetables,
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and legumes that are high in
antioxidants, we really want to
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emphasize those. Vegetables such
as Brussels sprouts, for
instance. Brussels sprouts is
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number four on the antioxidant
list. And it's actually a very
good source of vitamin C, which
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can also help in this endeavor
to arrest Alzheimer's. And then,
fourth, we want to get
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the Alzheimer's patient learning
new things. Now, this is
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something that a lot of people
are not aware of, but if we do
the first three things, and we
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put them on an exercise program
where they can get circulation
and things, if they start to
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learn a new skill, it actually
helps the brain to prevent the
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further decline. >> Hmm. >> So,
we've been able to teach
Alzheimer's patience how to play
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the violin, for instance. And a
lot of people think, "Hey," you
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know, "I'm 80 years old. There's
no way I can learn to play the
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violin." An 80-year-old can
learn to play a violin, even
with Alzheimer's disease.
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And you can look it up in
some of the studies that we
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reference. And when they start
learning a new skill, like a
musical skill, and even start
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hearing music, there's an
association with memory, and
than can also help to arrest it.
00:11:39.19\00:11:43.83
So, those are the four main
aspects. The diet aspects that
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we'd also emphasize -- omega-3,
which can also prevent a
decline. There's a type of
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omega-3 called DHA that comes
from plants of the waters that's
been shown to reverse
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Alzheimer's a little bit, even.
>> Wow. >> And, so, those are --
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The fish DHA does not because
of the mercury and other toxins
00:12:02.05\00:12:06.65
that are there. But the
plant-based DHA can actually
improve your memory to how it
00:12:06.65\00:12:12.96
was months earlier, and it can
be pretty measurable. >> And,
so, that's exciting. So, if
00:12:12.96\00:12:19.57
someone is out there, has found
out early on they have
Alzheimer's, has a loved one
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that's found out recently, four
things they can do. Lower the
blood pressure -- and that
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typically will come through diet
and exercise. Lower the
cholesterol, which also comes
00:12:28.64\00:12:32.45
from diet and exercise. Increase
antioxidants, which comes
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through diet. >> Right. >> And
then, lastly, the fourth point
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was to -- Heh. My memory is --
>> Learn a new skill. >> Learn a
00:12:42.29\00:12:45.59
new skill. And, so, these four
things can help arrest that
development of Alzheimer's, and
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actually, in some cases, seeing
a little bit of reversal. >>
00:12:52.90\00:12:55.84
Correct. >> Now, but we talk
about memory and intelligence.
Is memory a problem
00:12:55.84\00:13:01.41
just with the older generation
who are developing Alzheimer's?
00:13:01.41\00:13:07.85
>> Not at all. It's a problem
with the younger generation, as
well, and it may be why they're
00:13:07.85\00:13:11.65
underachieving in school. And
there are some young people that
their memory seems to be
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like a sieve, and they can't
seem to hang on to relevant,
important information.
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And it's a growing problem. >>
So, Dr. Nedley, with that, what
is the leading cause, then,
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of this poor memory or these
memory challenges amongst the
younger generation?
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>> The number-one cause of
memory problems in the younger
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generation is their inability to
focus. And one of the things
that is driving virtually every
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young person in the Western
world to not focus as much is
00:13:47.99\00:13:54.63
their smartphone and their
devices that are very
distracting to them. >> Now, I'm
00:13:54.63\00:13:59.93
hoping that nobody has turned
off that television, or turned
off YouTube and switched away
00:13:59.93\00:14:05.01
here, because -- >> But they can
turn off their smartphone now.
00:14:05.01\00:14:07.91
[ Laughs ] >> Now they can turn
off their smartphone and watch
00:14:07.91\00:14:11.31
it in another way. But let's
talk about this now. Because
this is important, and
00:14:11.31\00:14:16.69
so we want to be very clear
-- this isn't an anti-technology
00:14:16.69\00:14:21.19
conversation. But what we are
gonna talk about is, there is
actually studies demonstrating
00:14:21.19\00:14:27.50
exactly what you're saying, and
so let's talk a little bit about
that. How is a smartphone
00:14:27.50\00:14:33.30
affecting memory, and,
specifically, affecting an
individual's ability to focus?
00:14:33.30\00:14:40.48
>> Well, first of all, there is
no more attracting device around
young people than a smartphone.
00:14:40.48\00:14:47.58
If you would just imagine having
a TV, a radio, a public library,
00:14:47.58\00:14:59.09
a photo album, any kind of
musical concert, and then, on
top of it, all of their friends
00:14:59.09\00:15:06.30
that they've ever met at a
party, and you put it in a
colorful little type of thing,
00:15:06.30\00:15:13.64
all together, called a
smartphone, you can see why
young people are so riveted in
00:15:13.64\00:15:19.25
their attention to this device.
And it's so riveting that we
00:15:19.25\00:15:23.65
have found that, even if it's in
their presence and turned off,
it will adversely affect their
00:15:23.65\00:15:29.66
memory over if it's not
even around at all. If it's in
00:15:29.66\00:15:34.50
another room and turned off,
they do far better. But even if
it's in their handbag and turned
00:15:34.50\00:15:39.70
off, their ability to learn,
retain, and apply knowledge goes
00:15:39.70\00:15:44.57
down considerably. If they have
it on the table and it's on,
it's even worse, even though it
00:15:44.57\00:15:51.98
might not ever beep or produce a
notification. If it does produce
a notification, there's a
00:15:51.98\00:15:57.45
measurable, marked decline in IQ
as their focus is taken away
from that device even
00:15:57.45\00:16:05.76
momentarily -- or from
what they're doing towards that
00:16:05.76\00:16:10.30
device. And then the neural
tracts in our brain, when we're
00:16:10.30\00:16:15.97
used to being distracted all the
time, do not actually grow
together to allow this person to
00:16:15.97\00:16:22.01
actually have focused attention
for a long period of time. So
they can't sit through a
00:16:22.01\00:16:27.32
50-minute college class and
be able to focus. Their mind is
00:16:27.32\00:16:32.55
just continually wandering
because they have not developed
the neural circuitry that
00:16:32.55\00:16:40.00
focused attention requires. >>
So, when we talk about the
leading cause of memory
00:16:40.00\00:16:44.50
problems, memory challenges in
-- I've said young people,
that's gonna be a pretty broad
00:16:44.50\00:16:52.64
category, because smartphone are
being used by several
generations. >> That's right.
00:16:52.64\00:16:56.28
Virtually every generation out
there now. >> Virtually every
00:16:56.28\00:17:01.18
generation is using a
smartphone. Let's talk about why
-- And you've talked a little
00:17:01.18\00:17:05.62
bit about it, but let's probe
that a little more deeply.
What's this little phone,
00:17:05.62\00:17:09.89
this little device that has made
life so convenient because I can
access my e-mail, I can access
00:17:09.89\00:17:15.13
my social media, I can search
Google, I can take pictures, I
can listen to things.
00:17:15.13\00:17:21.07
I can watch things. This little
device that has brought so much
00:17:21.07\00:17:25.64
convenience to life, yet
seemingly has a detrimental
effect. What's happening there
00:17:25.64\00:17:31.81
to cause the detriment to my
memory? >> Well, one of the
things that's causing it --
00:17:31.81\00:17:36.45
There's many things about this
device, but one of the things
that's causing it is actually an
00:17:36.45\00:17:42.22
idea that we are smarter when we
have these things around. A lot
of times, people feel,
00:17:42.22\00:17:48.96
"Hey, I don't need to remember
anything, because I can look it
00:17:48.96\00:17:54.20
up on Google." And so we've
actually tested this out, where
we tell people 40 factual things
00:17:54.20\00:18:01.24
that they're learning, and we
tell them that, "You know what,
there's a computer that's gonna
00:18:01.24\00:18:07.65
be storing these 40 things where
you could look them up later,"
or if we tell them that there
00:18:07.65\00:18:13.92
isn't going to be a computer
storing it. And we told both
groups to write it down.
00:18:13.92\00:18:19.36
After you do all those 40,
write down as many as you can
00:18:19.36\00:18:23.40
remember. The ones who think the
computer's going to store it
can't remember very many at all
00:18:23.40\00:18:29.14
of the 40, where the ones who
think that the computer's not
00:18:29.14\00:18:33.74
going to store it, they'll
actually remember more. And the
art of thinking actually starts
00:18:33.74\00:18:41.95
with the art of remembering.
Because in order to remember
something, we have to associate
00:18:41.95\00:18:46.29
it with something. Let me give
you an example. At Weimar
Institute, we have the
00:18:46.29\00:18:52.99
highest rates of acceptance
into US medical schools of any
00:18:52.99\00:18:59.53
pre-med program. It's a very
fine pre-med program. But it's
also a spiritual --
00:18:59.53\00:19:03.51
you know, we have a religion
program, a theology program, as
00:19:03.51\00:19:08.14
well. But our professors in
science, for instance in
chemistry and biochemistry and
00:19:08.14\00:19:14.72
organic chemistry, they will
teach Biblical principles along
with the chemical-equation
00:19:14.72\00:19:20.92
concepts. And when they get to
the MCAT exam -- and the MCAT is
00:19:20.92\00:19:26.66
kind of an IQ test for those who
know the hard sciences, to be
able to solve new problems --
00:19:26.66\00:19:32.07
>> Yes. >> ...they will see
the problem and say, "I've never
00:19:32.07\00:19:36.81
seen this chemical equation
before. I'm not prepared for
this. But then they'll remember
00:19:36.81\00:19:44.38
-- as they see it, they'll
remember the Biblical,
theological concept, then
00:19:44.38\00:19:49.15
they'll remember the chemical
concept, and then they'll be
able to solve the problem.
00:19:49.15\00:19:53.79
>> Yes. >> And that's why our
students do so well on the MCAT,
00:19:53.79\00:19:57.79
is because of the association.
And so you can see how that
helps with the thinking part.
00:19:57.79\00:20:02.96
It's not just having a fact
and remembering it. The only way
00:20:02.96\00:20:07.00
we're gonna remember that fact
is if we associate it with
something, at least long-term.
00:20:07.00\00:20:11.64
And with these devices that are
so readily available, and we
don't think we need to remember
00:20:11.64\00:20:17.61
much, our younger generation is
not into thinking. That's one of
00:20:17.61\00:20:22.65
the reasons why thinking has
become a lost art. They actually
believe that they're the
00:20:22.65\00:20:27.69
smartest generation, but studies
show they're the most gullible
generation, because if they see
00:20:27.69\00:20:32.23
it on Google, they think it has
to be true, and they don't have
the ability to really think and
00:20:32.23\00:20:37.30
go to their memory reserves and
actually reason this whole thing
00:20:37.30\00:20:42.00
out. >> Yes. >> And so it's
creating quite a problem that
00:20:42.00\00:20:47.41
was unanticipated when we
developed these devices. >> And,
00:20:47.41\00:20:52.58
so, you know, it's interesting
you say that, Dr. Nedley. I've
found, over the years,
00:20:52.58\00:20:55.42
myself, with computers in
classes, if I was taking notes
on my computer versus taking
00:20:55.42\00:21:02.86
notes with a pen and paper and
writing it out, my retention was
far higher by writing it out
00:21:02.86\00:21:09.06
and taking the notes by hand.
And there's also, obviously, a
little bit of hurrying, because
00:21:09.06\00:21:14.67
I feel like I have to write the
information down before it --
Which, sometimes you can't write
00:21:14.67\00:21:19.71
it as fast as you're typing
it. And so there seems to be
00:21:19.71\00:21:23.45
something there. Let's talk a
little bit more about that. What
are some practical steps
00:21:23.45\00:21:28.08
with an individual that is
wanting to improve their memory
but addicted to this device?
00:21:28.08\00:21:34.92
What can we do? >> Well, you
know, there's a psychiatrist in
00:21:34.92\00:21:40.83
Los Angeles who -- her name is
Victoria Dunckley, but she is a
well-known researcher.
00:21:40.83\00:21:49.60
But she says six weeks of
no devices will dramatically
00:21:49.60\00:21:55.91
transform the brain into a
marked improvement. And I've
seen it happen even before the
00:21:55.91\00:22:01.12
six weeks. But she even says she
won't diagnose bipolar, ADHD --
attention deficit hyperactivity
00:22:01.12\00:22:06.32
disorder -- depression, anxiety
in any young person until they
go without any device
00:22:06.32\00:22:11.53
for six weeks. Now, that
requires quite a bit of effort.
00:22:11.53\00:22:15.56
It requires the help of
teachers, and the help of other
people in their life.
00:22:15.56\00:22:20.34
The help of parents. But it's
amazing how our ability to focus
and concentrate goes up
00:22:20.34\00:22:26.34
significantly when we don't
utilize these devices. Now,
after six weeks, if their
00:22:26.34\00:22:31.25
brain has normalized at that
point -- and for some it might
take longer, but normally your
00:22:31.25\00:22:35.95
brain's gonna be pretty well
normalized by the six-week point
-- we have you use your
00:22:35.95\00:22:41.76
device for no more than one hour
a day, and it be focused using
00:22:41.76\00:22:47.66
of the device. That means that
you're not allowed to get these
00:22:47.66\00:22:52.23
notifications in in regards to
who has just posted a Facebook
post to you, when your e-mail
00:22:52.23\00:22:59.07
has lit up, when you get a text
message. We have people bunch
00:22:59.07\00:23:03.65
those into one area, and
they'll kind of segregate them.
00:23:03.65\00:23:09.72
So when they're on their device,
they're taking care of all of
their e-mails related to one
00:23:09.72\00:23:16.32
thing at once. Then they're
answering all their texts at
00:23:16.32\00:23:21.16
once. And then they are actually
preparing -- if they need to
prepare a copy for school or
00:23:21.16\00:23:27.40
those type of things -- they're
not allowing themselves to get
distracted by the latest thing
00:23:27.40\00:23:32.84
in the media or what has
cropped up. And it's amazing the
00:23:32.84\00:23:37.31
difference that will take place.
There are schools now, high
00:23:37.31\00:23:41.35
schools in the United Kingdom
and also in the U.S. that are
actually phone-free schools and
00:23:41.35\00:23:46.86
device-free schools. We used
to think all these kids needed
00:23:46.86\00:23:51.79
devices in order to be educated.
Now the latest is, these devices
are much more of a problem than
00:23:51.79\00:23:57.63
they are a benefit. And so if we
have device-free schools, we're
00:23:57.63\00:24:03.51
finding out that the GPA of
those kids goes up, their test
scores go dramatically up, and
00:24:03.51\00:24:08.31
the students that improve the
most are the students who were
00:24:08.31\00:24:12.98
failing the most. And so it
takes the most challenging
students and raises them up
00:24:12.98\00:24:18.99
significantly by the smart use
of smartphones, which means very
limited use. >> And so you have
00:24:18.99\00:24:26.19
very limited use on the
smartphone. Nutritionally, what
is someone able to do
00:24:26.19\00:24:31.57
to improve their memory through
their nutrition? >> Well, the
00:24:31.57\00:24:36.07
antioxidants -- blueberries have
been shown to be very
beneficial. Just a bowl of
00:24:36.07\00:24:39.97
blueberries a week has been
shown to improve memory. Two
bowls of strawberries a week
00:24:39.97\00:24:44.55
can improve memory. There
is a spice and an herb called
00:24:44.55\00:24:50.32
turmeric. That's been shown,
just 764 milligrams a day, to
actually improve memory
00:24:50.32\00:24:56.52
and improve emotions in those
that are having problems with
00:24:56.52\00:25:00.66
their memory. So there's some
additional things. And then
working with our hands
00:25:00.66\00:25:04.07
in three dimensions. This is
another thing. If we're out in
00:25:04.07\00:25:08.84
agriculture and weeding or
planting or picking fruits and
vegetables, it actually helps
00:25:08.84\00:25:14.78
our brain. And it helps our
brain to be able to retain more.
And those pre-med students at
00:25:14.78\00:25:19.15
Weimar, many of them work on the
farm, and they don't have to
study as much because working
00:25:19.15\00:25:24.12
with their hands in three
dimensions helps their brain to
be able to absorb much quicker.
00:25:24.12\00:25:30.23
>> Well, you know, we have about
two minutes left, Dr. Nedley.
It's hard to believe the time
00:25:30.23\00:25:35.03
has gone so fast. But let's
bring this now into the
spiritual realm, and talk
00:25:35.03\00:25:42.00
about the memorization of
scripture, and how that helps in
this overall improvement
00:25:42.00\00:25:48.48
of memory and intelligence. >>
In order to get good at
anything, we need to
00:25:48.48\00:25:52.88
practice it. And what better
things to memorize than the
00:25:52.88\00:25:57.85
grand themes of scripture? And
studies have actually shown this
00:25:57.85\00:26:02.86
isn't just theory. There are
scientific studies showing that,
if you purposefully memorize
00:26:02.86\00:26:09.33
scripture, even a scripture once
a week, it actually helps to
preserve and improve your
00:26:09.33\00:26:15.67
memory. And try to work on
getting better and better over
time. There are people that can
00:26:15.67\00:26:20.04
memorize a whole book of the
Bible. Those brains are amazing
00:26:20.04\00:26:23.58
in regards to their ability
to learn, retain, and apply new
00:26:23.58\00:26:28.98
knowledge. And, so, I would
encourage all of us -- memory is
so crucial for us throughout
00:26:28.98\00:26:36.42
life, and it is going to allow
us to be able to associate and
integrate with our grandkids and
00:26:36.42\00:26:44.03
be very vibrant with them. And
so why not actually go through
00:26:44.03\00:26:49.44
that exercise -- It's not
difficult -- and try to memorize
scripture on a regular basis?
00:26:49.44\00:26:54.28
>> Well, Dr. Nedley, it's hard
to believe we're out of time.
00:26:54.28\00:26:57.11
This has been a phenomenal
episode of talking about memory
and intelligence to have that
00:26:57.11\00:27:04.52
fulfilled, fruitful life that
God desires. Can you pray for us
00:27:04.52\00:27:09.12
as we close? >> Sure. Father in
heaven, we thank You for these
00:27:09.12\00:27:12.83
wonderful brains You've created,
and we also thank You that
You've given us the ability
00:27:12.83\00:27:18.57
to learn, retain, and apply new
knowledge. And we now pray that
00:27:18.57\00:27:24.04
we might be able to put into
practice the things we have
learned that can optimize our
00:27:24.04\00:27:29.84
brain so that we can live life
in a more full and abundant way.
In Jesus' name we pray, amen.
00:27:29.84\00:27:36.55
>> Amen.
00:27:36.55\00:27:37.42
>> Friend, God has made our
minds in such an amazing way.
He's provided avenues
00:27:39.22\00:27:45.53
in which we can actually improve
our memory and improve our
00:27:45.53\00:27:51.43
intelligence. We don't have to
be stuck with a brain like it is
now, but actually we can see
00:27:51.43\00:27:56.37
an improved brain. This program
today, we explored several
different avenues to see
00:27:56.37\00:28:03.48
improved memory and
intelligence. Today our free
00:28:03.48\00:28:08.12
offer will be a DVD of this very
program. Here's the information
you need to receive today's
00:28:08.12\00:28:14.36
offer. >> Your prayer requests
and your generous financial
00:28:28.34\00:28:32.31
support. >> Dr. Nedley,
thank you so much for joining us
00:28:32.31\00:28:34.74
today. >> Thanks for having
me, Chris. I've enjoyed it.
00:28:34.74\00:28:39.01
>> Dear friend, are you
looking to improve your memory?
00:28:39.01\00:28:41.88
Are you looking to
improve your intelligence?
00:28:41.88\00:28:44.32
Are you looking to be
all you can be for God?
00:28:44.32\00:28:47.89
I want to encourage you to check
out the resources available to
00:28:47.89\00:28:50.96
improve your memory, to
improve your intelligence.
00:28:50.96\00:28:53.60
You can go to
ItIsWrittenCanada.ca,
00:28:53.60\00:28:55.80
and there you can find
resources to develop your
00:28:55.80\00:28:58.70
spiritual life and
begin memorizing scripture.
00:28:58.70\00:29:02.64
You can look at some of
the practical steps by going to
00:29:02.64\00:29:05.71
OptimizeYourBrain.com.
You can look into other
00:29:05.71\00:29:09.81
resources and programs available
through Weimar Institute
00:29:09.81\00:29:13.08
by going to NewStart.org.
God wants us to have a life
00:29:13.08\00:29:19.99
of abundance in Him.
And now is the time for us
00:29:19.99\00:29:24.73
to improve our intelligence,
improve our memory, and be
00:29:24.73\00:29:28.83
all we can be for
God. Thank you so much
00:29:28.83\00:29:32.17
for watching today. I
encourage you to join us
00:29:32.17\00:29:34.84
again next week.
Until then, remember,
00:29:34.84\00:29:37.17
"It is written: 'Man shall
not live by bread alone, but by
00:29:37.17\00:29:41.64
every word that proceeds
from the mouth of God.'"
00:29:41.64\00:29:46.11
い い
00:29:46.11\00:29:59.49
い い
00:29:59.49\00:30:18.45