rulerapproach
This guide was developed to provide educators with information about nationally available programs for the classroom that promote social and emotional learning (SEL). It details the costs, the grades covered, evidence base, which most effectively teach core social and emotional skills, and which provide high-quality staff development and support. Information is presented in "consumer report" format, along with narrative description of each program. The guide can be used by schools or districts beginning work in this area to assist in planning and selection of a strong, evidence-based program. For programs already underway, the guide can help augment existing efforts. (Contains 3 figures and 1 table.) [A CD-ROM is available.].
<p>The aim of this institute is to explore consciousness and its relation to individual and collective well-being, as well as to pursue the study of consciousness in colloboration with the broader scientific community. The institute was founded by Alan Wallace, a former Buddhist monk and a scholar of Buddhism and science. The institute is conducting research programs on several fronts in colloboration with researchers, scientists, and psychologists at the University of California, San Francisco, the University of California, Davis, and the Mind and Life Institute. This website outlines the institute's current programs, history, mission, and organizational development. It also provides background information on its founder, a list of relevant readings, and links to outside resources. (Zach Rowinski 2004-05-13)</p>
Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a regular basis with children, these actions can make a significant difference in children's well-being and social and emotional learning (SEL). Handouts include: "10 Things You Can Do at Home," "10 Things You Can Do with Your School," "Tips for Parents," and "'Books for Parents." Parents' views on SEL programs being used at their children's schools based on a series of interviews with parents, and suggested resources are also included.
Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a regular basis with children, these actions can make a significant difference in children's well-being and social and emotional learning (SEL). Handouts include: "10 Things You Can Do at Home," "10 Things You Can Do with Your School," "Tips for Parents," and "'Books for Parents." Parents' views on SEL programs being used at their children's schools based on a series of interviews with parents, and suggested resources are also included.
"The suffering and happiness each of us experiences," says the Dalai Lama, "is a reflection of the distortion or clarity with which we view ourselves and the world." The key is knowing the true nature of self.
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This brief shares the latest research on the effects of social and emotional learning (SEL) on students and includes strategies for implementing SEL. It explains how SEL works, elaborates on how SEL can be an integrative prevention framework that addresses the Safe Schools/Healthy Students (SS/HS) core elements, and spells out implications of the research for SS/HS grantees. Several hundred well-designed studies have documented the effects of SEL programming on students of diverse backgrounds, from preschool through high school, in urban, suburban, and rural settings. The research indicates that well-planned and well-implemented SEL programming can positively affect a broad range of student social, health, behavioral, and academic outcomes. (Contains 22 endnotes, 1 figure and 1 table.).
This episode of The Green Interview features Satish Kumar, one of the founders of deep ecology, a philosophy that sees human beings as part of nature, interdependent with all other forms of life. Kumar began his life as a Jain monk and first came to international attention when he made a pilgrimage for peace by walking from India to Moscow, Paris, London, and Washington. In 1973 he settled in England, where he worked with E. F. Schumacher and became the editor of Resurgence magazine. Kumar is the founder of the Small School and founding director of programs at Schumacher College, an international center for the study of ecological and spiritual values?; Release Date: 2009; Run Time: 60; Target Audience: 9 & up
Website of The Sweet Tea House, an art gallery in London dedicated to promoting contemporary Tibetan art and bringing together some of the coming young talents by exhibiting their works. The gallery's aim is to focus on art created both inside Tibet and by Tibetan artists from around the world. It is the first gallery of this kind in the West.This website contains essays on contemporary Tibetan art as well as virtual tours of art currently or previously on display at the gallery.
The director of the gallery, the artist Gonkar Gyatso, is one of the founders of a well-known artists group in Tibet, The Sweet Tea House Artists Association, formed in Lhasa in 1985. (Steven Weinberger 2004-10-07)
<p>There are currently 116 herbs in this on-line materia medica. The names listed are of the following format: Pharmaceutical Name, Common Name (Pin-yin Name). (Wyith 2007-08-30)</p>
A popular name for our era perpetuates misperceptions about humans and nature
This webinar explores how contemplative practices can deepen feminist and critical race pedagogies in Women's Studies, Ethnic Studies, and other courses about diversity, power, and oppression. Mindfulness can help students both understand their reactions in class discussions and help them become more intentional about them. But they may also evoke for students complex responses to their own experiences of oppression. As teachers, we have a responsibility to help students make sense of those responses.How does embodiment play a role in unlearning oppression? How might our identity locations and our lived experiences shape our responses to mindfulness practices? What kinds of consequences from oppression might arise for students when we integrate contemplative practices into the classroom? How can professors be prepared for these diverse responses and effectively support students?
This webinar will establish a foundation for WHY we need mindfulness in these classrooms and then will discuss how teachers can prepare students for the myriad of reactions that might arise when they are asked to be present with what is.
Learn more about the themes, differences, similarities and structure of MBCT and MBSR:http://www.mindfulnessstudies.com/mbc...
Learn more about the themes, differences, similarities and structure of MBCT and MBSR:http://www.mindfulnessstudies.com/mbc...
This document describes the Social and Emotional Learning (SEL) implementation process and key factors influencing its success. The process is described first in a one-page graphic, then in a brief summary, and finally through presentation of the full rubric. All three show a sequence of ten steps over three phases of implementation, along with a set of ongoing sustainability factors in every phase that serve to enrich and sustain SEL programming. The summary and full rubric also provide key indicators and rationales for each step. Finally, the full rubric describes levels of performance for each indicator to illustrate stages of progress to determine where a school stands in the implementation process, where it might go next, and how to get there. Throughout, the rubric is derived from the literature on research and practice not only on SEL and prevention but also on broader school change and reform. Thus the rubric can be applied to a variety of school change efforts.
Veta Goler discusses how contemplative practices can be used as tools to recognize the intrinsic beauty within each individual and strengthen self-compassion. She proposes a contemplative framework where individual and cultural healing can occur through storytelling; and places emphasis on how multiple stories can coexist at the same time.
Sarah Housser talks about MBCT.
Sarah Housser talks about MBCT.
Thirty years ago, the United States had a chance to stop global warming in its tracks. Almost nothing stood in the way — except human resistance. Guests: Rafe Pomerance, an environmentalist who became involved with the climate movement in its earliest days; Nathaniel Rich, who reported on the history of climate politics for The New York Times Magazine. For more information on today’s episode, visit nytimes.com/thedaily.
While anxiety (feelings of worry, fear and tension) is a normal reaction to stress, a constant state of anxiety or excessive levels of anxiety is a primary symptom of an
“If we don’t reconnect with nature, we will just destroy it again.”Zach Bush MD
In my humble opinion, Zach Bush, MD isn’t just one of the most compelling medical minds currently working to improve our understanding of human and environmental health. He’s a virtuoso healer. A master consciousness. And a gift to humanity.
Today Dr. Bush returns to the podcast (his first appearance was RRP #353 in March of 2018) for a formidable and moving conversation that will leave you rethinking not only how you eat and live, but what it means to be a conscious consumer and engaged citizen of this precious planet we all share.
A pioneer in the science of well-being, Dr. Bush is the founder and director of M Clinic, an integrative medicine center in Charlottesville, Virginia, and one of the only ‘triple board-certified’ physicians in the country, expert in Internal Medicine, Endocrinology and Metabolism, and Hospice/Palliative care.
How we treat the planet impacts human biology. Intuitively, we understand this to be fact. But what distinguishes Dr. Bush from his medical peers is his rigorous application of science, strength of humanity, and the intelligence of nature to his commitment to transforming our world. A man with a deep understanding of the interdependence of macrocosm and microcosm, Dr. Bush’s brilliance truly shines on subjects like soil degeneration and regeneration. The relationship between intensive farming practices and the rise of environmental degradation and chronic disease. And his vision for a more integrated and holistic approach to physical, mental, emotional and spiritual well-being.
My initial conversation with Dr. Bush remains one of the most mind-blowing, impactful and popular discourses in the history of this show. Picking up where we left off, today’s episode exceeds all expectations — another conversation for the ages that will permanently alter how you think about everything from health, nutrition, disease, medicine, agriculture and environmentalism to what it means to be a spiritual being in this human experience we collectively share.
It’s 2019 people. It’s time to stop screwing around. It’s time to get educated. And it’s time to once-and-for-all take control of our personal health and that of the planet we inhabit.
I ask only that you listen keenly. Take notes. And no matter what, stick around to the very end. Zach concludes the podcast with what I can only describe as the most poignant and moving closing monologue in the history of this program – a bold statement I don’t make lightly.
If you thought last week’s podcast with David Goggins was peak RRP, think again, Because today, the doctor is in.
Final note: the podcast is now available on Spotify and viewable on YouTube at: bit.ly/zachbush414
Final Final Note: My friend and team member David Kahn “DK” joins us this week for an extended introductory segment to discuss his health goals for 2019. I’m interested in your thoughts on having DK pop in from time to time so we can track his progress. Together, let’s help him transform! Tweet @richroll and @daviddarrenkahn with your suggestions and feedback using the hashtag #DKgoals.
Peace + Plants
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