There are some people who believe that a brain which gets worked out a lot and does a lot of thinking will become stronger and when the brain can no longer use of the excess cranial capacity it is forced to become thicker. A thicker brain has an advantage over a brain which is less dense.

What is very interesting is that often we call people who are not so smart or perhaps even ignorant, we call them; dense. Actually it would be just the opposite as their density would be less, actually much less. This brings up another point about skull pressure theory.

If someone has a thin head and does a lot of spatial reasoning then this side of their brain would have to make up for this and become very dense. And a more dense brain or parts of the brain which are dense would correspond to the level of thinking that is capable in that portion of the brain.

If the spatial reasoning and visualization section of the brain becomes denser due to this limited area due to the interior shape and cranial capacity on the sides, then that person should be better at complex mathematics in spatial reasoning. Increased skull pressure would also increase the blood pressure inside the head and this too might change a person’s ability to think. Too much pressure would cause headaches, but a little extra pressure might help tremendously.

There have been many studies on cranial capacity and head size with relation to IQ and although every individual human is different there seems to be a correlation as to the potential of an individual brain based on the shape of the skull and or the size of the Interior.

More research and study needs to be done to determine if the normal observations we have in society with regards to head shape and intelligence levels are actually true or merely urban myth.

L. Winslow is a Economic Advisor to the Online Think Tank, a Futurist and retired entrepreneur. Currently he is planning a bicycle ride across the US to raise money for charity and is sponsored by http://www.Calling-Plans.com and all the proceeds will go to various charities who sign up.

Many people believe that those with large heads are smarter than the rest of the humans on the planet. This is not always true, but sometimes it is and is very noticeable in observation. Have you ever met someone with a large head who really was smarter than everyone else?

Indeed, I have and as a studier of human nature I have noticed that people with larger heads are generally smarter than other people. This does not mean that people with skinny heads are not smart. I have also met people with smaller heads who are just as smart or brainy. It appears that people with large cranial capacity and bigger heads have the opportunity to become smart if they apply themselves.

Just because someone has big arms does not mean they are strong. Muscle strength comes from working out and using those muscles. It’s like that old adage;

“Use It or Lose It!”

That may be truer than we have come to realize. Your ability to think, reason and come up with original thoughts has a lot to do with what you think about and how much you use your brain.

For those people who turn off their brain and stop using it, well it probably does not matter if they have a big head or a small head because it is a waste of cranial space. One of the people in the world with the highest IQ has a larger than normal head size and he believes that perhaps this has helped him become smarter than other humans.

He may or may not be right and yet it stands to reason that he is, of course if he doesn’t use his brain to do complex thinking then he will become ignorant overtime. Luckily this individual spends a lot of time thinking on complex issues and problem solving. With a bigger head size and a larger cranial capacity indeed he would have the potential if he continually worked out his brain, just like you would at the gym to become stronger and build muscle.

L. Winslow is a Economic Advisor to the Online Think Tank, a Futurist and retired entrepreneur. Currently he is planning a bicycle ride across the US to raise money for charity and is sponsored by http://www.Calling-Plans.com and all the proceeds will go to various charities who sign up.

Today’s tragic events at Virginia Tech mark the deadliest school shooting in US history. Charles Whitman, a 25 year old ex-marine killed 13 on the University of Texas campus in 1966. Klebold and Harris killed 12 at Columbine High School in 1999. One gunman killed at least 32 and wounded as many more at Virginia Tech today. The campus had bomb threats last week, as well. In fact, violent acts, particularly murders, are on the rise in many US cities. What does this mean? What is happening in our society? Is it preventable?

The risk factors for violence have been well research and are known. Interventions to reduce these risk factors and increase resiliency are also known and have become evidence based practice. Assessment tools can identify seventy-five to eighty-five percent of youth at risk for violence at a young age. Others can create a case plan that outlines the types and intensity of services needed to prevent future violence.

No one risk factor predicts that a youth will be violent. It is the accumulation of risk factors beyond 5 that place a youth at risk for violence. Some of the known risk factors include a history of childhood trauma, skill deficits (poor problem solving, anger management, and social skills), school behavior problems, learning problems, problems interacting with pro-social peers, history of aggression, delinquency, substance abuse, lack of appropriate parental discipline, high conflict and low warmth within the family, and other behavior problems, especially those that start before the age of 13. Vulnerable youth are more easily influenced by violent media of all kinds and are susceptible to stress without good coping skills.

The Olds model of home visiting nurses and preschool with parental involvement have clearly demonstrated their effectiveness in reducing later youth delinquency and violence. Emerging new data indicates that School Based Mental Health programs reduce youth violence. Functional Family Therapy and Multi-systemic therapy are all evidence based practice for “at risk” youth. Stopping child abuse and neglect can reduce future youth violence. Skill building activities help many “at risk” youth. We know how to prevent some percentage of future youth violence. We, as a society, need to commit ourselves to doing so.

Dr. Kathryn Seifert is a psychotherapist with over 30 years experience in mental health, addictions, and criminal justice work. Dr. Seifert has authored the CARE and numerous articles. She speaks nationally on mental health related topics and youth violence. She is an expert witness in the areas of youth and adult violence and sexual offending. Her latest book is coming soon: How Children Become Violent. For more information go to http://www.drkathyseifert.com

One of our great psychological needs is meaning in life. Consequently, we often ask ourselves “why am I here?” However, that’s not a very good question because it leads to philosophical answers that don’t really provide concrete information upon which to act. A better question is “How did I get here?” Now, that question is extremely interesting because if you follow it, you get into biology, anthropology, chemistry, astronomy and physics, to name only a few. It’s not at all an easy question to answer and yet worthy of investigation. A similar question is “Where did I come from?” which to answer also draws upon many fields of knowledge. “Where am I going?” is a complete mystery so there is no use in even asking that question.

The best question, however, is “How shall I act?” The fact is you are here. You may or may not like it here. That really doesn’t matter. The only real question of any merit is “now that I am here, how shall I act?” To answer this question you do not require any knowledge of biology, chemistry, physics, astronomy, etc., etc. You don’t even need to get philosophical. It only requires some degree of self knowledge. The question “how shall I act?” is much more profound and much more readily answerable than is the question “Who am I?” That question, like the “Why am I here?” question only gives rise to speculations and philosophical bantering.

Of course, one may have a lengthy list of how to act; religions are replete with doctrines and codes of behavior. Our society has many rules of conduct. Yet, how many people actually behave in those ways!? How many people “walk the talk?” It’s better to decide to act like a slob and then actually act like a slob than it is to decide to be kind and then be cruel. That aside, the question still remains -one which every single person faces consciously or otherwise: “how shall I act?” To compound the situation, the answer may be very different in different sets of circumstances. Even if we do not consciously ask that question of ourselves, we have made decisions based on that question innumerable times and the behaviors we have enacted have made our life what it is today. If you are unhappy in your life, find your life without meaning or purpose, you can act differently and that itself can change perceptions about yourself and your place in this world.

And for those parents, teachers, coaches and managers who when confronted with a “stupid” behavior in another, ask “why did you do that” - stop asking that question! All you get is rationalizations. Ask instead “How did you decide to act that way” and you’ll get some very interesting responses. And, don’t settle for “I don’t know.” Ask them to take a wild guess. Whatever answer you get is arising out of their mind and is a valid answer.

Despite this information, there still may be a tendency to ask “what am I doing here!?” So, to satisfy that want, here is an answer. A reasonable answer to that question, one which will remain valid all throughout your life is, simply, “learning.” You are here to learn. There is no end to it; everyone does it to some degree or another. It can take place at any location, at any time and under any circumstances. It can take place alone or with others. It can be joyful or painful. It can be at play or at work. It can be serious or fun. You can even say that survival depends upon it; economic survival, political survival, social survival, racial survival….Without learning there is no growth, no progress, no maturing and unless that is taking place, there is stagnation, decay and death.

You’re here to learn; to grow, to progress, to mature. Survival depends upon it. So, the really, really important question is “how do I learn?”

Ken Fields is a nationally certified, licensed mental health counselor. During the past 25 years, he has helped individuals, couples, families and groups address a variety of issues ranging from spiritual malaise to children with autism. He has been a crisis intervention counselor and an administrator at a human service agency. Currently, Mr. Fields provides communication coaching and online counseling at http://www.openmindcounseling.com

I spent the first 40 years of my life trying to fit in to a way of being that didn’t belong to me. I would go to parties and want to hide out in the corner and watch people. I’d come home from large social gatherings exhausted. I hated having to make small talk and chat about things that really didn’t mean much to me. While those around me would go from group to group and all talk at once, I looked on in bewilderment. I disliked large gatherings and preferred the sanctuary of my own space. I loved quiet pursuits and preferred to work by myself or in small groups. I felt like a fish out of water, both socially and professionally, most of the time.

When I was a little girl, my mother marveled that I preferred to play with my cats instead of a bunch of other kids, that I was quiet and seemed rather distant, and when I did say something, it usually was the kind of thing that seemed very deep and insightful. She always said that I marched to a different drummer, and she meant this is the best of ways, but as a child I thought that meant that there was something wrong with me. It took a long time to get past that.

Don’t get me wrong - I liked playing with other kids - one or two at a time. I like people - a lot - just not a bunch of people at once. I love conversation, but I can’t just talk and talk. I take time to think about what’s going on and being said and usually spout my thoughts in very succinct snippets. I revel in the prospect of a quiet evening at home reading or puttering in the garden.

To about three quarters of the population, I am a mystery. A weird person. Not so long ago, I might have been thought to have a mental disability. To about one quarter of the population, I am just like them. I’m an introvert.

Contrary to popular belief, introverts are not necessarily shy. And introverts don’t dislike other people. I have no problem giving speeches to large groups. And I care deeply about others. But because I live my life on the inside, I am sometimes mistaken for being distant and shy.

Here are some important things to know about introverts:

- Unlike extroverts, introverts get “recharged” by spending time by themselves. Introverts seek out solitude to replenish themselves. This shouldn’t be feared or discouraged. It’s how an introvert keeps mental balance.

-Introverts find social gatherings exhausting and the smart introvert will find ways to take the edge off of the feeling of being overwhelmed at a large gathering by quietly retreating to a quiet spot for a few moments now and then. This is healthy, balanced behavior, and an observant person will notice other introverts doing this as well.

- Introverts are not necessarily shy; in fact, there are many well-known performers who are introverts: Candice Bergen, Glenn Close, Clint Eastwood, Tom Hanks, Steve Martin, Julia Roberts and Noah Wyle to name only a few.

- Introverts tend to take time to absorb information before commenting or offering thoughts and opinions (that’s why they don’t say much in a crowd or at a business meeting).

- There is scientific evidence that indicates that an introvert’s brain actually processes information differently than an extrovert’s. Really, there’s a ton of research - just do a web search or head for the library.

- If you get an introvert to speak up about something they know a lot about, or feel passionate about, they may rival an extrovert in ability to talk at length. But introverts aren’t generally comfortable with small talk.

- Introversion, like any other trait we are born with, is not a choice. It just is. Or to quote Jonathon Rauch, “It’s an orientation”.

- Introverts are not miserable and they don’t need to be converted.

- Most introverts do not enjoy talking a lot on the phone (thank God for email).

- Introverts are generally very good listeners, but sometimes we get tired of listening and prefer peace and quiet.

If you are an introvert and have experienced stress because you don’t fit in - Rejoice! You don’t have to! Be who you are! If you’re an extrovert wondering what the heck is wrong with introverts, just realize that we’re different. One way is not better than the other way. Just different, and once we all just realize that, maybe we’ll all relax with it.

Lee Ann Lambert is a busy freelance writer, introvert, certified life coach, garden designer, artist, author, mom and grandmom among many other things. She resides in Michigan. For more information check out her website: http://www.hermitshearth.com
All works Copyright 2007 by Lee Ann Lambert

Extroversion and Introversion

Extroversion and introversion are very popular terms and are widely used in personality tests. People often regard themselves as being either an extrovert or an introvert. Below I have outlined what each type is as well as their strengths.

Extroversion

What is an extrovert?

Extroverts are interested in the external world. Their focus is on people and objects. They enjoy being with others and like group activities. As such, they like to be noticed. Extroverts find it difficult being alone and feel lonely if they are not with other people. Possessions and success are valued by an extrovert.

It is estimated that extroverts outrank introverts 3 to 1.

Research carried out by Twenge (2001) found that extroversion appeared to have become more prevalent in the US over the years. This may not mean that there are more extroverts out there - rather it could be that extroversion has become a more acceptable personality trait than it was decades ago.

What are the strengths of an extrovert?

Extroverts like to focus on concrete reality and as such are practical and have common sense. They make decisions easily and quickly take action. Extroverts are sociable, enthusiastic and eager to try new things. They can live in the present, without worrying about the future. Their desire for success means they relish achievements.

Introversion

What is an introvert?

Introverts are concerned with their own thoughts and feelings. They are quieter than extroverts and prefer to be removed from the social world. As such they are happy being alone. Introverts do socialise but it will be with a few close friends rather than large groups of people. They will probably feel lonelier in a crowd than on their own. Introverts prefer to plan and analyse things and are careful in their decision making.

What are the strengths of an introvert?

Introverts are capable of introspection and self-knowledge. They value their own standards and principles and as such are independent minded. Other people are not needed for their entertainment or stimulation. Introverts are interested in what is going on underneath rather than being concerned with trivial matters. An introvert will be imaginative and intuitive.

Assumptions made about introverts

There is often a tendency to see introversion as a problem that needs to be corrected. This is not the case. Introversion is not about being shy, depressed or lacking confidence. It is not about having bad social skills either. They just do not need the external world as much as an extrovert for their happiness. Introverts are happy as they are and do not need to be taken out of themselves. Introverts may not give much away about themselves. It is therefore important to not make assumptions about what is going on for them or what they really want.

Ambiverts

Remember, we are all unique and have our own set of characteristics. It is unlikely that a person is totally extrovert or totally introvert. In fact most people are probably ambiverts - sometimes concerned with their environment, sometimes with themselves. This idea is important as it can help you see that you are not all or nothing. It is also an idea to reflect on when you hear someone refer to themselves or another as extrovert or introvert.

Reference

Twenge, J.M. (2001) Birth cohort changes in extroversion: a cross-temporal meta-analysis, 1966-1993. Personality and Individual Differences, 30, 735-748

Copyright Julia Barnard 2007

Julia Barnard is a professional counselor living in Adelaide, Australia. She provides an online counselling service through her website http://www.makethechange.com.au. Julia also writes articles for the website aimed at enhancing well-being and promoting good mental health.

I’ve written a lot over the past few month about online piano lessons and that it’s more important how you learn than what you learn. In other words, your teacher can give you reams of data and information but it easily can go in one ear and out the other. That’s why choosing the right online piano teacher is so important.

Learning piano properly is all about doing. You learn by doing because good practice habits are easily formed and data gets stored in the subconscious allowing you to pull it out whenever you need it without thinking. That’s why repetition is so valuable because your body learns movement and your subconscious stores the sounds.

But, exactly what is the data you need to learn. Once you’ve convinced yourself that “how” you learn is important you still need to get the right information when it comes to harmony, chords, scales, choice of songs etc. What should you be looking for?

I’m a big believer in learning music not just notes. When I was younger the process of learning piano was all about notes. I learned to read music at an early age and learned how to play other people’s music by practicing their pieces over and over again. However, the only drawback to this type of learning is it’s not the most creative way to discover music. For example; imagine that for your entire life all you know how to do is play other people’s music by learning it from sheet music.

There is an entire side to music that many musicians do not get to discover and that’s the fundamental building blocks of music. Once learned, it becomes so much easier to play by earn, improvise and even compose. To me, this is the entire point to music. It’s easier to express your heart and soul when you’re using and understanding the entire palette of musical colors.

So, what goes into that palette? In my opinion scales are the most important aspect of music. Why? Because, out of scales comes melody and chords. Everything in music can be broken down into standards scales such as; major, minor and all of the modes like dorian, phrygian, mixolydian and so on.

Let’s take a simple example. Since everything is built from scales let’s use a C major Scale. The notes of a C major scale would be C D E F G A B. Simple enough right? Ok so how do we get chords out of that. Well, most western harmony is based on tertian harmony or intervals of 3. That means that if you take the first note of the scale which is C and create a chord by placing 3rd on top from the same scale the chord would be C E G making a simple major triad.

If you kept placing notes on top in 3rds the next note would be B. So, the chord would be C E G B making what we call a major 7th chord. If you continue in thirds the next notes would be D F A then arriving back at C. So the richest chord you could have by choosing just notes from the C major scale would be C E G B D F A. Yet, you can’t use F because it creates a tri-tone (minor 5th) against the B. Therefore the chord would be C E G B D A making a major 7th chord with a 9th and 13th as extensions. This chord is written like this C maj7 9 13.

Then, if you tried to do the same thing starting on D the chord you would end up with is D F A C E G B. You must remove the B because it creates a tri-tone with the F so the final chord would be D F A C E G which is called a D minor 7th chord with a 9th and 11th and is written like this; D min7 11.

If you kept doing this with all 7 notes of the scale that’s where your chords will come from. Take the chords from the scale then add a melody using the notes from the scale and you’ve got the building blocks of all western music.

While this may seem like a fairly simple explanation, it is. Music was never meant to be complicated but used as a way of expressing sentiment, emotional and happiness. Over complicating music just takes the fun out of it. So, the next time you decide to learn piano, find yourself some lessons that help you understand music from the inside out. Playing notes from a page will only take you so far. Understanding music will take you the rest of the way.

Using Paul Tobey’s proven accelerated learning methods you can learn piano in just a few online piano lessons. He offers a free piano lesson to anyone wishing to discover the value of quality video piano lessons.

For many of years, philosophers, behaviorists, psychologists, and psychiatrists have been trying to understand human behavior. Many have come close to understanding how behavior is imprinted or store into the body, but many lacked the last details to form a complete picture.

It eluded many of them because they had psychological issue that they had not resolved. And, this got in their way of seeing the true secret of human behavior.

Many of the therapies that exist today still do not address the real cause of behavior. Instead they teach their clients how to continue to suppress their feelings so that they can control their behavior. This is an injustice to the client because in time suppressing feeling leads to suffering from severe physical and mental illness.

But, I will tell you now, that to change your behavior is not easy and if you decide to do something about it, it will take a long time. But if you do nothing to start changing yourself, you will remain the same as you are now, for the rest of your life.

If you feel at peace, don’t harbor ill thoughts about other people, have good relationships with people, don’t get upset quickly, and have plenty of patience, and then you may be a well balance person.

However, many of you may think that you’re ok, and that you don’t have any problems. There are very few people that don’t have behavioral issues to deal with and those that say they don’t are usually in denial.

If you have addictions - drugs, smoking, and alcohol, sexual - or other excessive or annoying behaviors you have probably heard that the failure rate of therapies that target them to be 80% or more.

To clear addictions and even well established destructive behaviors takes more than what these psychological therapeutic sessions can give you. Most therapies are designed to suppress the addictive urges or behaviors that you have. This suppression does not cure your addictions and has side effects that can create other addictions and diminish your long-term health.

A true therapy works to release and eliminate the energy of your suppressed traumatic memories or experiences. Most all behavior originates in childhood. If you were raised with love and affection, then most of your behavior is probably normal. Unfortunately many people believe that they were raised in a loving family when this was not the case.

If you were raised in a family where you receive verbal and physical abuse then this trauma has been imprinted into your whole body and is held there by a system called the defense mechanism. It is this system that works all your life to hold this trauma suppressed so that you can function and believe that everything is ok when it really is not.

It is your responsibility to learn what causes behavior and to deal with any bad or unwanted behavior you have. Your defense mechanism cannot keep all your past trauma suppressed all of your life. It allows some of this trauma to leak out because in cannot hold it in check, since it becomes weaker in time. The danger in suppress trauma is that it damages your health in places where it is stored in your body. And as it leaks out it fuels your bad behavior.
Look for more articles and information that I have written on behavior.

Rudy Silva is a natural nutritionist and researcher and has gone through Primal Therapy. He has written an e-report called “Unwanted Behavior Secrets Revealed.” To get the best explanation and details about good and bad behavior go here: http://www.behaviorsecrets.com

EFT, or Emotional Freedom Techniques, is taking the world by storm. It is justifiably becoming the most popular self-help method.

One very popular way of learning EFT for yourself or those around you is through Gary Craig’s Original EFT DVDs. The first in this series is the DVD entitled “The EFT Course”.

Gary Craig is the founder of EFT. He developed EFT from TFT (Thought Field Therapy). EFT involves relieving negative emotions by the use of the acupressure meridians and some clever psychology. EFT can be used to help any emotional or physical condition.

In “The EFT Course”, a full explanation of EFT is given. EFT is a simple formula that anyone can learn. The original format of this is Basic Recipe, which is explained in simple detail in this DVD set.
The explanations are clear, and the viewer can simply copy the presenters in a monkey-see monkey-do fashion. There is an equally good detailed demonstration of the Collarbone Breathing procedure, a way of further helping EFT in some circumstances.

The history of how EFT developed is given, which is entertaining and easy to grasp. Many case studies are shown, both in video and audio. This serves as a further demonstration of the technique and how to use it.

It is easy to learn EFT from this DVD set. This is easier than from a book, as it is simpler to mirror the actions of the presenters than to do the same from static pictures in a book.

This DVD set has overwhelmingly more on the plus side than the minus side.

Considering that EFT involves connecting lightly to negative emotions, it is important that this connection is a very loose one. This is explained in the DVD set. However, it is that it is not made crystal clear how important it is not to concentrate vividly on the subject-matter being treated until the treatment is nearly complete.

Another criticism of this DVD set is that the viewer could get the mistaken impression that to do EFT one has to isolate the emotional components of a distressing memory, such and anger or fear. This is unnecessary and could be distressful. In fact, one of the biggest advantages of EFT is that there is no need to dwell upon negative feelings, unlike so many painful talk therapies. EFT is designed to whisk those negative feelings swiftly away, with minimum discomfort.

On the plus side, anyone with any emotional or physical problem can obtain relief very rapidly by using this DVD set. Complementary and allopathic health practitioners can use this DVD set to seriously help their clients.

Doctors, massage therapists, psychotherapists, teachers, sports coaches, and many other professionals can learn a great deal from “The EFT Course”.

Even if you have attended EFT workshops, this DVD classic is too valuable to ignore. It really is essential viewing material for anyone serious about EFT.

My name is Suzanne Zacharia and I am committed to spreading the word about health options. I believe that the more and better options one has, the more choice there is.
A virus caught along with 5 other students at university at the end of 1986, plus medical negligence, meant that I got smokers lung at a relatively young age. In desperation for help with my symptoms and quality of life, I turned to complementary therapy, and this is the 11th year I have outlived one doctor’s prognosis.

I am now a complementary therapist, author and trainer specialising in “energy” therapy. My company is called New Age London, named by my clients, with some carefully-chosen experts in their fields working with me under the New Age London banner. More details via the links below.

http://www.NewAgeLondonTherapies.com

http://www.StopSmokingLondon.com

http://www.EFTLondon.co.uk

Introduction

There are 3 zones in English writing: Upper (l,h,t,b,etc.), Middle (a,m,n,o,u,e,i,s,v,c,r,w,x,z), and Lower (f,g,j,p,y). The middle zone dominates handwritten expression accounting for over 80 per cent of zonal space. It’s the core of the personality expression. The “accepted” standard of 1/8th (.125) inch in some literature and 3 mm in other literature was questioned. A search carried out by the author found no supporting statistics to substantiate that concept. Therefore, a research study was initiated to assess an average (or standard) middle zone size, in general.

Methodology

Two studies were conducted twenty years apart. The information was taken from continuously measured MZ data (normally performed) over that period of time. In other words, all samples had MZ measurements taken for that 20 years with data stored or recorded.

The first study was performed during the years 1978-1979 and involved 500 handwriting specimens. These samples were selected from individuals of 19 years of age and older. There were 250 samples each of males and females. Specimens were not used if the handwriting reflected aging or infirmities. A calibrated, documented caliper capable of measuring in increments of .0005 inch, traceable to the United States national bureau of standards, NIST, was used in the measurement process along with a scientific calculator. Five measurements were made on each of the 500 samples. The measurements were made in the following manner: one from the top of the display, three from the middle of the display and a final one from the end of the display. These measurements were tediously taken at random and recorded. Measurements were made of the down strokes of Middle Zone letters including the slant - not just the vertical height. This must be done because the full length of the down stroke represents the writer and with a 30-degree slant vertical measurement would be erroneous by 100%. A total of 2,500 measurements were recorded.

The second study was performed during the years 1999-2000 and involved 231 handwriting specimens. These samples came from individuals located throughout the United States of America and were received by way of conducting handwriting analyses for either business or personal purposes. There was an approximately equal distribution of males and females. This time a digital, calibrated caliper, connected to a statistical mini-computer, was utilized. This enabled the author to increase ease of sampling in very accurate increments of .0005 inch and traceable to NIST with calibrated, documented instrumentation. This afforded quick and numerous measurements. Over 60 random measurements were made on each sample. Calculated as closely as possible, a total of 13,860 measurements were recorded.

Results

The results tend to be skewed significantly below the generally accepted standards of 1/8th of an inch or 3-mm. Table 1 gives the results from study one and Table 2 gives the results from the second study. The correlation (r) of the two studies is .936, which is extremely high and tends to suggest the consistency between both studies. In the first study, 86.2% of observations were below 1/8th (.125) inch and, in the second study, 78% were below 1/8th inch. Furthermore, the percent below 3-mm (.1182 inch) in both studies was 82% and 72.2%, time respective.

Other results:

- The medians were .100 inch and .094 inch. Again, tending well below 3 mm.
- The standard deviations were exactly the same to 4 places but not beyond. This seemed highly improbable but was checked.
- The modes were less than .100 inch with one exactly the same (.086 inch).

Table 1 1978-1979 Study Results
Intervals for Middle Zone Size in Inches (in)-Frequency of Measurement in each Interval-Percent of Frequency in each Interval
.039 or Less-0-0
.040-.049-5-1.0
.050-.059-17-3.4
.060-.069-27-5.4
.070-.079-66-13.2
.080-.089-92-18.4
.090-.099-86-17.2
.100-.109-63-12.6
.110-.119-57-11.4
.120-.129-35-7.0
.130-.139-20-4.0
.140-.149-13-2.6
.150-.159-8-1.6
.160-.169-2-.4
.170+-9-1.8

500 100

Total Samples (N)
Average-.098511-
Standard Deviation-.0264237-
Variance-.0006968-
Median-.094-
Mode(s) (14 each)-.086 & .094-
Correlation to “99-’00 Study-
(r) = .936-
Number of measures-500 x 5 =
2500-

Table 2 - 1999-2000 Study Results
Intervals for Middle Zone Size in Inches (in)-Frequency in each Interval-Percent in each Interval-Standard Deviation
Array-Frequency

% of each Standard Deviation
.039 or Less-0-0-.005-1- .416
.040-.049-1-.43-.006-0-0
.050-.059-3-1.29-.007-0-0
.060-.069-8-3.46-.008-3-1.250
.070-.079-23-9.95-.009-2- .833
.080-.089-38-16.45-.010-5-2.083
.090-.099-35-15.15-.011-6-2.500
.100-.109-37-16.01-.012-16-6.666
.110-.119-22-9.52-.013-15-6.250
.120-.129-23-9.95-.014-19-7.916
.130-.139-13-5.62-.015-18-7.500
.140-.149-9-3.89-.016-23-9.583
.150-.159-6-2.59-.017-11-4.583
.160-.169-6-2.59-.018-15-6.250
.170+-7-3.03-.019-10-4.166

.020-14-5.833
Total smp (N) 231* 99.93-.021-16-6.666
Average-.10451–.022-3-1.250
Standard Dev. .02644–.023-14-5.833
Median-.100–.024-3-1.250
Mode (7)-.086–.025-12-5.000
Correlate to .026 9 3.750
“78-”79 Study- .027 3 1.250
(r) = .936– -.028 3 1.250
Number meas. 231×60 = .029 0 0
13,860- .030 1 .416-

.031 2 .833

.032 3 1.250-

.033 4 1.666

.034 1 .416

.035 1 .416

.036 4 1.666

.037 0 0

.038 0 0

.039 1 .416

.040 1 .416

.050+ 1 .416-

Totals-240*-99.989

Discussion and Conclusion

Although these studies were conducted 21 years apart they demonstrate a correlation to size distribution of (r) .936. Aside from the measurements documented in this report, over 600,000 individual MZ measurements were made by the author since 1977 as standard practice on all analyses. Those measurements continue to reflect the results of these studies.

The overall conclusion tends to indicate that the standard (or average MZ size) is significantly less than the arbitrary 3 mm. The author has used the .098511 inch standard as the “fulcrum” for assessing middle zone size relationships. The studies tend to indicate repeatability, which is the basis for scientific investigation. Similar studies in every country are encouraged to establish a world standard or individual national standards.

A further observation

Additionally, the author has been intrigued by the possibility (and, in the absence of any publication) of a polar-concept to handwriting/printing meaning that there are only two fundamental elements that create any handwriting/printing. We see this binary concept throughout the Universe. To this end, a conclusion has been determined: Pressure and Speed. These are the two essential elements constituting the creation of all writing/printing. Both range from a possible zero value to the capacity of the writer. Some basic explanations are warranted since questions are certain to arise.

A dot or period is the simplest form of speed (moving down) and pressure (against the resistance of the surface). If it is true for a dot then it is true for all writing. Space is the absence of pressure yet incorporates speed for spatial adjustment. Although there will be some controversy, it is the author’s belief the conclusion has merit, however, other observations are welcome.

Observations on Study One of MZ Average Size Measurements

Individual Standard Deviations were not recorded in study number one.

1.-More than 86% (86.2%) are less than the generally accepted “standard” of 1/8th of an inch (.125″) or 3.1725 mm.
2.-Only 7% are within the “standard” .120″-.130″.
3.-Correlation with a similar study (”98-’00) 21 years later is extremely high at r = .936.
4.-Confidence limits at 1 SD range from .072″ to .124″. 66% confidence, results are in this range.
5.-Confidence limits at 2 SD range from .045″ to .151″. 95% confidence, results are in this range.
6.-Confidence limits at 3 SD range from .019″ to .177″. 99% confidence, results are in this range.
7.-The average was calculated at .098511 inch well, below the 1/8th inch generally accepted “standard”.
8.-The standard deviation was calculated at .0264237 inch.
9.-The median was .094 inch.
10.-The mode(s) were (14 each) .086 inch and .094 inch

Observations on Study Two of MZ Average Size Measurements

1.-More than 77% (77.9%) are less than the generally accepted “standard” of 1/8th of an inch (.125″) or 3.1725 mm.
2.-Only 9.9% within current accepted ’standard’ .120″-.130″.
3.-Correlation with a similar study (”78-’79) 21 years later is extremely high at r =.936.
4.-Confidence limits at 1 SD range from .0780″ to .1309″. 66% confidence results are in this range.
5.-Confidence limits at 2 SD range from .0516″ to .1573″. 95% confidence results are in this range.
6.-Confidence limits at 3 SD range from .0252″ to .1838″. 99% confidence results are in this range.
7.-The average was calculated at .10451 inch. Well below the 1/8th inch generally accepted “standard”.
8.-The standard deviation was calculated at .02644 inch.
9.-The median was .100 inch.
10.- The mode was .086 inch (7 total)
11.-* Recording errors account for differences but have
virtually no effect on results.

Bibliography

Writings, Instruction, Scoring, P Velasco, 1990, self published
Cluster Indicators of Handwriting Elements, J. Cammarata, 1984,
Self-Published
Experiments with Handwriting, Robert Saudek, 1929, William Morrow & Co., NY
The Psychology of Handwriting, Nadya Olyanova, 1960, Sterling Publishing, NY
Studies in Expressive Movement, GW Allport & PE Vernon, 1933, Macmillan, NY
Diagrams of the Unconscious, W Wolff, 1948, Grune & Stratton, NY
The Psychology of Handwriting, Robert Saudek, 1925, Allen & Unwin, London
*Handwriting: A Key to Personality, K Roman, 1975, Noonday Press, NY, page 147.
Thoughts and writings of D Anthony & F Anthony, self published
*Handwriting, An Analysis through Its Symbolism, R Hearns, Vantage, NY, page 36.
Handwriting and Character, D Lucas, 1923, McKay Company, Philadelphia, PA
The Science of Handwriting Analysis, B Rosen, 1965, Bonanza Books, NY
*Analysis of Handwriting, H Jacoby, 1939, Allen & Unwin, London
Handwriting Analysis, TS Lewinson & J Zubin, 1942, Kings Crown Press, NY
Personality in Handwriting, AO Mendel, 1947, Stephen Daye Press, NY
Handwriting Analysis, U Sonnemann, 1950, Allen & Unwin, London
Handwriting, A Key to Successful Living, HO Teltscher, 1942, GP Putnam, NY
*The Key to Handwriting Analysis, I Marcuse, 1962, Rolton House, NY, page 39.
Trattato…Scrittore, C Baldi, 1620, Bologna, Italy
Handschrift und Charakter, L Klages, 1940, Leipzig
Applied Graphology, I Marcuse, 1946, Macoy, NY
Handwriting, A Personality Projection, F Victor, 1945, Thomas, NY
*Graphology Handbook, C Casewit, 1980, Para Research, MA, page 39.
The Principle Trait Clusters for Describing Personality, R B Cattel, Psychological Bulletin, 42:129-161, 1945
*Handwriting Analysis, Thea Stein Lewinson, 1967, page 36, University Microfilms, Inc., Ann Arbor, MI.
*Handwriting & Personality, Ann Mahony, 1989, page 63.
*Write What’s Wrong, Dr. Claude Santoy, 1992, page 12.
*Practical Character Analysis from Handwriting, Albert J. Smith, 1920, London, page11.
*What Handwriting Indicates, John Rexford, 1904, page 11.
*Handwriting Analysis, Dorothy Sara, 1967, page 98.
*The Elements of Graphology, Barry Branson, 1995, page 17.
*Handwriting as an Index to Character, very old book, no author or date of publication, London, page 3.

NOTE: An asterisk (*) denotes references stating either 1/8th inch or 3mm as the normal middle zone size or height.

Mr. Cammarata is president of Handwriting Analysis Inc, in Plymouth, MN, and has been involved with all aspects of handwriting analysis specializing in personality profiling for 31 years and question document examination (forgeries) for 12 years. He is a strong proponent of measurement use for handwriting analysis.

He’s a graduate of Marquette University in Milwaukee, WI earning a Bachelor of Science degree and spent 37 years in many facets of engineering mostly biomedical. He is now retired involved exclusively in handwriting analysis and research work.

Mr. Cammarata studied 5 years with noted analyst, Pedro Velasco. He is certified by Mr. Velasco, the American Handwriting Analysis Foundation, the American Association of Handwriting Analysts, and is a member of the National Association of Document Examiners.

He resides in Plymouth, Minnesota with his wife, Mary. They have two boys.