Although teachers face increasing pressure to focus on academics in kindergarten, research indicates that promoting school success in young children involves integrating skills in multiple domains. For example, by using dialogic reading--a well-researched shared-reading technique--and books with strong social-emotional content, teachers can emphasize the overlapping areas between emergent literacy and social-emotional learning to create a more powerful learning experience in both domains. Dialogic reading includes strategic questioning and responding to children while reading a book. It involves multiple readings and conversations about books with children in small groups. Studied for a decade in diverse settings of 2- to 6-year-olds, dialogic reading has been shown to have a positive effect on oral language development, a cornerstone of emergent literacy. In the small-group setting of dialogic reading, children also benefit from the social experience of listening to others, taking turns, and getting to know their peers. Using dialogic reading with books with social-emotional content, teachers can follow the readings with related activities where social-emotional skills are modeled, coached, and cued. Numerous suggestions for how to begin using dialogic reading, incorporate social-emotional learning, and involve families are discussed. (Contains 1 figure.)
Objective: To report experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd-grade children's social-emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.1% Black/African American, 4.7% non-Hispanic White, and 8.6% other racial/ethnic groups, including Asian, Pacific Islander, Native American) in 18 New York City public elementary schools. Data on children's social-cognitive processes (e.g., hostile attribution biases), behavioral symptomatology (e.g., conduct problems), and literacy skills and academic achievement (e.g., reading achievement) were collected in the fall and spring of 1 school year. Results: There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined. These include children's self-reports of hostile attributional biases (Cohen's d = 0.20) and depression (d = 0.24). As expected based on program and developmental theory, there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression (d = 0.32-0.59) on 4 other outcomes: children's self-reports of aggressive fantasies, teacher reports of academic skills, reading achievement scaled scores, and children's attendance. Conclusions: This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better understanding of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding. The first-year impacts, combined with our knowledge of sustained and expanded effects after a second year, provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk. (Contains 4 tables and 3 figures.)
Flexibility: Yoga moves simulating animal moves to excite the imagination while improving flexibility. Fun follow-along creative movement story for ages 3-7 that develops fitness, flexibility, and self-regulation skills. Kids get expert physical instruction and learn that everyone is different and special in their own way.
The recent more public and secular rediscovery of contemplative practices has tended to associate them with private, interior practices directed toward personal transformations for a sense of tranquility and pain relief. Increasing impatience with mainstream religious traditions also makes meditation a more available form of spirituality for some people. The interest scientists have begunto take in contemplative practice opens exploration beyond the bounds of monastic or generally religious symbolism, contributing to their wider availability. Medical settings increasingly recognize the power of meditation techniques to relieve stress and pain. Schools have discovered the power of simple mindfulness techniques to improve both academic achievement and social emotional
intelligence. This expansion of contemplative practices into secular domains can only be applauded. But through this secularization, meditation and contemplation can be somewhat artificially removed from their relationship to compassion and justice, a removal that also tends to concentrate
their analysis in the direction of monastic or white experience.
There is much that warrants our attention in an emerging discourse of sustainability in the nineteenth century and by examining some of these early ideas and debates concerning sustainability, we may enhance our own thinking about the challenges of everyday life in the twenty-first century. This chapter considers two Victorian writers whose ideals of sustainability were grounded in the centrality of culture and everyday life. William Morris (poet, designer and socialist) and Edward Carpenter (poet, essayist and socialist) advocated an alternative approach to daily life and work in which the values of nature, beauty, and creativity were championed against the alienation, standardisation and increased social disparities they attributed to the industrial mode of production and the growth of Victorian consumer society. Celebrating the handmade and the artisanal, Morris and Carpenter variously began to formulate ideals of sustainability that they believed would enhance everyday life and restore the natural environment. It may now be easy to dismiss some of these ideas as naïve idealism but if we look more closely at some of the writings of Morris and Carpenter, we may discern a radical and complex response to the problem of sustainability in Victorian modernity that still resonates today.
Social and emotional learning (SEL) is critical to the success of students of all ages--and for educators across all stages of the career continuum. Because SEL skills take time to develop and mature, they should be part of the content addressed in teacher preparation programs, beginning teacher support, and ongoing teacher professional learning. However, training and support for SEL are rare at all of these levels. One powerful way to create effective and meaningful SEL learning across the teacher professional development continuum is through a university-district partnership. This is the approach taken by the Center for Reaching & Teaching the Whole Child together with San José State University and Sunnyvale School District in California. These three partners use student teacher placements to build SEL capacity in two generations of teachers simultaneously. They lead professional learning with cooperating teachers--district teachers who serve as supervisors for teacher candidates' student teaching experiences. Feedback suggests that participants consider the approach helpful in developing an understanding of and competence in SEL.
Ideal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom. Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness. Each chapter offers efficient tools for individuals, as well as group exercises. Teachers' stories are woven throughout. In a large-size format with lay-flat binding for easy photocopying, the book includes 45 self-monitoring forms, worksheets, and other handouts. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series.
Graphical abstract Highlights • The anti-hyperuricemia effects and active components of the traditional Tibetan medicine formula TFTS were investigated. • Total 106 compontents were identified or characterized in TFTS by UHPLC-Q-TOF-MS/MS. • It was summarized the diagnostic ion and neutral loss patterns of MS/MS cracking of tannic compounds. Abstract TongFengTangSan (TFTS), a traditional Tibetan medicine comprising of Tinospora sinensis (TS), Terminalia chebula Retz (TC) and Trogopterori faeces (TF), is used to treat joint diseases like gout, gout arthritis, swelling, pain etc. Despite the significant therapeutic effects of TFTS, its pharmacological components have not been analyzed so far. Therefore, the chemical composition of the effective part of TFTS was analyzed by ultra-high-performance liquid chromatography coupled with quadrupole time-of-flight mass spectrometry (UHPLC-Q-TOF-MS/MS). The results show that the ethanol extract (EE) of TFTS was more effective in reducing the serum uric acid (SUA) and XOD (Serum and Liver) levels in a hyperuricemic rats model compared to the TFTS raw powder (RP). UHPLC-Q-TOF-MS/MS identified a total of 106 compounds in the positive and negative ion mode, of which 87 were from TC, 13 from TS and 6 from TF. In addition, 106 compounds contained 57 tannins, 6 triterpenoids, 10 alkaloids, 7 flavonoids, 22 organic acids and 4 phenylpropanoids. The preliminary results indicate that the EE of TFTS includes the active anti hyperuricemic substances. The present study first investigated the efficacy and the active components of TFTS in hyperuricemic treatment, and further summarized the diagnostic ion and neutral loss patterns of MS/MS cracking of tannic compounds. These findings lay the foundation for the further study and clinical application of TFTS. [ABSTRACT FROM AUTHOR]
The ‘Great Acceleration’ graphs, originally published in 2004 to show socio-economic and Earth System trends from 1750 to 2000, have now been updated to 2010. In the graphs of socio-economic trends, where the data permit, the activity of the wealthy (OECD) countries, those countries with emerging economies, and the rest of the world have now been differentiated. The dominant feature of the socio-economic trends is that the economic activity of the human enterprise continues to grow at a rapid rate. However, the differentiated graphs clearly show that strong equity issues are masked by considering global aggregates only. Most of the population growth since 1950 has been in the non-OECD world but the world’s economy (GDP), and hence consumption, is still strongly dominated by the OECD world. The Earth System indicators, in general, continued their long-term, post-industrial rise, although a few, such as atmospheric methane concentration and stratospheric ozone loss, showed a slowing or apparent stabilisation over the past decade. The post-1950 acceleration in the Earth System indicators remains clear. Only beyond the mid-20th century is there clear evidence for fundamental shifts in the state and functioning of the Earth System that are beyond the range of variability of the Holocene and driven by human activities. Thus, of all the candidates for a start date for the Anthropocene, the beginning of the Great Acceleration is by far the most convincing from an Earth System science perspective.
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