<p>A Mongol-Tibetan-Russian-French dictionary. Although this work was not intended to function as a quadrilingual dictionary, it has a large amount of Mongol-Tibetan vocabulary. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
<p>A Mongol-Tibetan-Russian-French dictionary. Although this work was not intended to function as a quadrilingual dictionary, it has a large amount of Mongol-Tibetan vocabulary. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
<p>A Mongol-Tibetan-Russian-French dictionary. Although this work was not intended to function as a quadrilingual dictionary, it has a large amount of Mongol-Tibetan vocabulary. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
<p>A Mongol-Tibetan-Russian-French dictionary. Although this work was not intended to function as a quadrilingual dictionary, it has a large amount of Mongol-Tibetan vocabulary. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
Dysuria and bladder pain are two symptoms that commonly call attention to the lower urinary tract.
<h3>Objective</h3><p>To conduct a systematic review of reports on the physical and psychological effects of Tai Chi on various chronic medical conditions.</p><h3>Data Sources</h3><p>Search of 11 computerized English and Chinese databases.</p><h3>Study Selection</h3><p>Randomized controlled trials, nonrandomized controlled studies, and observational studies published in English or Chinese.</p><h3>Data Extraction</h3><p>Data were extracted for the study objective, population characteristics, study setting, type of Tai Chi intervention, study design, outcome assessment, duration of follow-up, and key results.</p><h3>Data Synthesis</h3><p>There were 9 randomized controlled trials, 23 nonrandomized controlled studies, and 15 observational studies in this review. Benefits were reported in balance and strength, cardiovascular and respiratory function, flexibility, immune system, symptoms of arthritis, muscular strength, and psychological effects.</p><h3>Conclusions</h3><p>Tai Chi appears to have physiological and psychosocial benefits and also appears to be safe and effective in promoting balance control, flexibility, and cardiovascular fitness in older patients with chronic conditions. However, limitations or biases exist in most studies, and it is difficult to draw firm conclusions about the benefits reported. Most indications in which Tai Chi was applied lack a theoretical foundation concerning the mechanism of benefit. Well-designed studies are needed.</p>
ObjectiveTo assess the effects of a 12-week Tai Chi exercise program on sleep using the sleep spectrogram, a method based on a single channel electrocardiogram (ECG)-derived estimation of cardiopulmonary coupling, previously shown to identify stable and unstable sleep states.
Methods
We retrospectively analyzed 24-h continuous ECG data obtained in a clinical trial of Tai Chi exercise in patients with heart failure. Eighteen patients with chronic stable heart failure, left ventricular ejection fraction ⩽40% (mean [±standard deviation] age, 59±14 years, mean baseline ejection fraction 24%±8%, mean) were randomly assigned to receive usual care (N=10), which included pharmacological therapy and dietary and exercise counseling, or 12 weeks of Tai Chi training (N=8) in addition to usual care. Using the ECG-based sleep spectrogram, we compared intervention and control groups by evaluating baseline and 12-week high (stable) and low (unstable) frequency coupling (HFC & LFC, respectively) as a percentage of estimated total sleep time (ETST).
Results
At 12 weeks, those who participated in Tai Chi showed a significant increase in HFC (+0.05±0.10 vs. −0.06±0.09 % ETST, p=0.04) and significant reduction in LFC (−0.09±0.09 vs. +0.13±0.13 % ETST, p<0.01), compared to patients in the control group. Correlations were seen between improved sleep stability and better disease-specific quality of life.
Conclusions
Tai Chi exercise may enhance sleep stability in patients with chronic heart failure. This sleep effect may have a beneficial impact on blood pressure, arrhythmogenesis and quality of life.
Reviews a broad range of evidence indicating that school-based prevention and youth development interventions are most beneficial when they simultaneously enhance students' personal and social assets and improve the quality of the environments in which students are educated. Asserts that school-based prevention programming--based on coordinated social, emotional, and academic learning--should be fundamental to preK-12 education. (Contains references.) (SM)
In this study, we investigate the experiences of first-year college studentswith Just BREATHE (JB), an eight-session voluntary mindfulness-based
wellness program. We collected qualitative interview data from 26 participants selected as a convenience sample from the larger quantitative study
at three points in time: pre-implementation, post-implementation, and one
semester to 1 year post-implementation. During the interviews, participants
described stressors, coping skills, their perceptions of JB, and changes resulting from the program. The interview data reveal that JB provides college
students with coping strategies to combat common stressors and may help
address underlying causes of stress. Students described changes in several
areas: (a) improved organization and time management, (b) commitment
to a healthy lifestyle, (c) improved emotional awareness and relationships,
and (d) self-compassion. Our findings suggest that mindfulness programs
could be utilized and incorporated into required first-year courses to promote the adaptive, social and emotional skills necessary for effective stress
management.
At the end of a short meditation exercise where students were asked to bring attention to their breath and its movement through the body, the teacher asked the young people seated on yoga mats around the room how they were feeling. “Calm.” “Relaxed.” “Good.” “Energized.” “Awake.” “Inside myself.” The students, all Black and Hispanic male clients of an Alternative to Incarceration (ATI) program for 16-to-24-year-olds had just come to the end of a class taught by the Lineage Project, a New York City non-profit that offers mindfulness-based classes to youth in various settings such as detention centres, Alternative to Incarceration/Detention (ATI/ATD) programs, and suspension schools. For the past hour, the students had participated in a class that included a discussion around a mindfulness theme (i.e., acceptance), a sequence of yoga poses, or asanas, and some seated meditation. Lineage Project teachers have been teaching these skills to troubled youth in New York City since 1998. Their work, forged over years working with youth in often challenging settings, is grounded in an expanding body of literature that suggests that youth, especially vulnerable youth, can derive important benefit from learning mindfulness-based practices such as yoga and meditation.
<p>A Tibetan-Sanskrit dictionary. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
Frontal Lobes: Neuroscience, Neuropsychology, Neuropsychiatry, Personality, Emotion, Language, Speech, Aphasia, Depression, Mania, Attention, Inhibition, Movement, Motor Areas, Arousal, Catatonia, Schizophrenia, Lobotomy, Evolution, Alien Hand, Free Will Table of Contents Part I. The Frontal Lobes: Personality, Emotion, Speech, Aphasia, Depression, Mania, Attention, Inhibition, Movement, Motor Areas, Arousal, Schizophrenia, Lobotomy -4 Part II. The Frontal Lobes, Free Will Loss of Will, Against the Will, Catatonia and the "Alien Hand" -121 Part III. Evolution of the Frontal Lobes: Language, Tool Making, Symbolic Thought: Cro-Magnon vs Neanderthal -159
"The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school-and district-level leadership, teacher training, and school-family partnerships"-- "This book explores the educational status of social and emotional learning (SEL) and the ways that educational systems accommodate an SEL perspective. SEL
The burgeoning multidisciplinary field of social and emotional learning now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships.--From back cover.
Using data for 25,780 species categorized on the International Union for Conservation of Nature Red List, we present an assessment of the status of the world’s vertebrates. One-fifth of species are classified as Threatened, and we show that this figure is increasing: On average, 52 species of mammals, birds, and amphibians move one category closer to extinction each year. However, this overall pattern conceals the impact of conservation successes, and we show that the rate of deterioration would have been at least one-fifth again as much in the absence of these. Nonetheless, current conservation efforts remain insufficient to offset the main drivers of biodiversity loss in these groups: agricultural expansion, logging, overexploitation, and invasive alien species.Though the threat of extinction is increasing, overall declines would have been worse in the absence of conservation.
Though the threat of extinction is increasing, overall declines would have been worse in the absence of conservation.
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Many attempts at bringing successful educational programs and products "to scale" as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about failures to "scale up" are presented. These include persistent structural features in educational settings that are too often unrecognized, the perpetuation of a narrow and decontextualized "programs and packages" perspective, poor management of time and other resources, and inadequate attention to characteristics of the adults who must carry out planned reforms. Several assumptions essential for success are identified, including the need to incorporate social and emotional learning as an integral part of academics and the ways in which diversity provides an ever-changing context for implementation. Concluding thoughts center around three points: the need to prepare professionals with the array of skills needed to lead efforts at scaling up school reform, the importance of an action-research perspective, and the need to better document the stories of educational innovation and scaling up efforts so that contextual details can enrich an understanding of what is required for success. (Contains 1 figure and 1 table.)
Zotero Collections:
The criminal justice system is replete with challenges to rehabilitation. Traditional responses to treating violence and aggression, including incarcerating offenders, are ineffective. This is particularly true when dealing with youth, for whom the intersections of low socio-economic status, mental health issues, and race can create a pressing crisis and high rates of reoffending. Increasingly punitive strategies to reduce crime have not produced the desired results. Furthermore, there is minimally adequate research on which to base “what works” with offenders (Sherman et al., 1998). Many of the same problems that were endemic to prison life in the early 1970s — overcrowding; too much time spent in cells; gang rape; the curtailment of movement, association, and contact with the outside world; lack of program capacity; the paucity of meaningful prison work or vocational skills training; and the polarization between inmates and custodial staff — continue to be features of contemporary correctional practice.
Effects of two meditation and mindfulness-based spiritual interventions were examined in college undergraduates (N=44). Compared to a control group, both interventions decreased negative religious coping (d=−0.80, p<.01) and images of God as mainly controlling (d=−.73, p<.01). One intervention provided more training in tools for learning from community and tradition-based spiritual exemplars. It produced gains in famous or traditional spiritual exemplars’ perceived influence (d=+.81, p<.05) and availability (d=+.66, p<.10), in self-efficacy for learning from spiritual exemplars (d=+.92, p<.05), and in nonmaterialistic aspirations (d=+0.65, p<.05).
Pages |