Purpose This report from the field details the ways that one small maternal child health NGO, which began its work in Tibet and now works in the mountain communities of Nepal, has established a model for integrated healthcare delivery and support it calls the 'network of safety.' Description It discusses some of the challenges faced both by the NGO and by the rural mountain communities with whom it partners, as well as with the government of Nepal. Conclusion This report describes and analyzes successful efforts to reduce maternal and infant mortality in a culturally astute, durable, and integrated way, as well as examples of innovation and success experienced by enacting the network of safety model.
Why do some places restore us while others deplete us? Why do certain figures out of folklore and myth haunt specific locales? Do borders around a nation parallel borders around the heart? Do wastelands and depleted landscapes delineate gaps in the collective imagination? Why have so many indigenous cultures insisted on the world's aliveness? And if the world is alive, how does it let us know? To explore such questions, Craig Chalquist calls for a new perspective of deep encounter, "terrapsychology," which shows us how to listen into recurring symbolic resonances between the "inner" person and the presence, voice, or "soul" of places and things which embody the animation of the world. In this perspective the health of the places where we live corresponds closely to the pockets of health inside and between us. Terrapsychology strives to counter the ancient war on nature one heartfelt dialog at a time.
The article reviews the book "Their Footprints Remain: Biomedical Beginnings Across the Indo-Tibetan Frontier," by Alex McKay.
Chapter 3 uses the concepts of lineage and legitimacy to describe how forms of cultural and economic capital are produced through learning Tibetan medicine and through state support and recognition of this practice. Standardized regulations of all sorts—from moral precepts about the behavior of healer-physicians to state-approved curricula to medical licenses—emerge from particular social ecologies, rooted in particular political histories and environments. This chapter and chapter 5 explore how “Traditional Medicine” (TM) and “Complementary and Alternative Medicine” (CAM), as globalized frames of reference, shape Tibetan medicine in Nepal and China. In this chapter, the relationship between TM/CAM and more localized understandings of legitimacy are highlighted. What makes an <i>amchi</i> legitimate in the context of a village or within a government-supported institution of Tibetan medicine? Are the sources of legitimacy the same? How important is lineage <i>(menpé gyü)</i> to garnering legitimacy? What does it means to seek government recognition in Nepal, where Tibetanness is associated with cultural backwardness and political sensitivity? How does this contrast with Chinese healthcare policies that seek to capitalize on minority nationality medicines, and to subsume all non-biomedical practices under the banner of state-supported Traditional Chinese Medicine (TCM). How do contemporary Tibetan medical practitioners in Nepal and China navigate the personal and professional channels available to them, as means of legitimating and enabling their practice?
<p>A Tibetan-Sanskrit-English dictionary. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
<p>Located both in stacks and reference. A more recent version in one volume exists, but has not been published in large quantities. 2 volume set available through Inprint. (David Germano 2007-12-13, revised by Bill McGrath 2008-02-06)</p>
"Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of "zero tolerance" policies to resolve issues of school safety and a new understanding of children's disruptive behavior, educators are changing the way they view children's academic and social problems. In response, the trauma-sensitive schools movement presents a new vision for promoting children's success. This book introduces this promising approach and provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them: View poor academic and social progress through a trauma-sensitive lens. *Create a school climate that fosters safety and resiliency in vulnerable children.* Establish relationships with children that support their efforts to self-regulate.* Design instruction that reflects the social nature of the brain.* Work with the brain's neuroplasticity to increase children's executive functioning. * Reduce teacher attrition in high-risk schools by decreasing secondary traumatic stress.* Influence educational reforms by aligning them with current research on the prevalence of childhood trauma and its effects on learning.* Integrating research on children's neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behavior of children with symptoms of complex developmental trauma." -- Publisher
"Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of "zero tolerance" policies to resolve issues of school safety and a new understanding of children's disruptive behavior, educators are changing the way they view children's academic and social problems. In response, the trauma-sensitive schools movement presents a new vision for promoting children's success. This book introduces this promising approach and provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them: View poor academic and social progress through a trauma-sensitive lens. *Create a school climate that fosters safety and resiliency in vulnerable children.* Establish relationships with children that support their efforts to self-regulate.* Design instruction that reflects the social nature of the brain.* Work with the brain's neuroplasticity to increase children's executive functioning. * Reduce teacher attrition in high-risk schools by decreasing secondary traumatic stress.* Influence educational reforms by aligning them with current research on the prevalence of childhood trauma and its effects on learning.* Integrating research on children's neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behavior of children with symptoms of complex developmental trauma." -- Publisher
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