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<p>This is a review by A. E. Manzardo of Christoph Von Fűrer-Haimendorf, <em>Himalayan Traders: Life in Highland Nepal</em>.</p>
Complementary and alternative medical (CAM) therapies are commonly used by patients for the treatment of medical conditions spanning the full spectrum of severity and chronicity. The use of alternative remedies, both herbal and others, for conditions lacking effective medical treatment, is on the increase. Included within this categorization, arrhythmic disease absent effective catheter-based therapy or with medical therapy limited by the toxicities of contemporary antiarrhythmic agents is frequently managed by patients with CAM therapies without their practitioner's knowledge and in the face of potential herb-drug toxicities. This study reviews 9 CAM therapies: 7 individual herbal therapies along with acupuncture and yoga that have been studied and reported as having an antiarrhytlunic effect. The primary focuses are the proposed antiarrhythmic mechanism of each CAM agent along with interactions between the CAM therapies and commonly prescribed medical therapy for arrhythmia patients. We stress persistent vigilance on the part of the provider in discussing the use of herbal or other CAM agents within the arrhythmia population. (C) 2014 Elsevier Inc. All rights reserved.
<p>A short review of Jiro Kawakita, <em>The Hill Magars and Their Neighbors: Hill Peoples Surrounding the Ganges Plain</em>.</p>
<p>A review by Roy Andrew Miller of L. Kwanten, <em>The Timely Pearl, A 12th-Century Tangut Chinese Glossary, Volume 1., The Chinese Glosses</em>.</p>
<p>Manzardo attributes the economic success of the Thakalis' in Nepal to their techniques of impression management, adapting their image to work to their advantage in specific political and economic situations. (Mark Turin 2004-06-10)</p>
Compassion, the emotional response of caring for another who is suffering and that results in motivation to relieve suffering, is thought to be an emotional antecedent to altruistic behavior. However, it remains unclear whether compassion enhances altruistic behavior in a uniform way or is specific to sub-types of behavior such as altruistic helping of a victim or altruistic punishment of a transgressor. We investigated the relationship between compassion and subtypes of altruistic behavior using third-party paradigms where participants 1) witnessed an unfair economic exchange between a transgressor and a victim, and 2) had the opportunity to either spend personal funds to either economically a) help the victim or b) punish the transgressor. In Study 1, we examined whether individual differences in self-reported empathic concern (the emotional component of compassion) was associated with greater altruistic helping or punishment behavior in two independent samples. For participants who witnessed an unfair transaction, trait empathic concern was associated with greater helping of a victim and had no relationship to punishment. However, in those who decided to punish the transgressor, participants who reported greater empathic concern decided to punish less. In Study 2, we directly enhanced compassion using short-term online compassion meditation training to examine whether altruistic helping and punishment were increased after two weeks of training. Compared to an active reappraisal training control group, the compassion training group gave more to help the victim and did not differ in punishment of the transgressor. Together, these two studies suggest that compassion is related to greater altruistic helping of victims and is not associated with or may mitigate altruistic punishment of transgressors.
This chapter explores three context and education system factors that are implicated in educators’ experiences of stress in the workplace: occupational support, interpersonal relationships, and educational policy changes. More precisely, the first factor concerns occupational support provided to educators to conduct their work with a specific focus on principals’ provision of autonomy support. Autonomy support stems from self-determination theory and refers to the extent to which an authority figure supports individuals’ self-determination in a particular context. The second factor concerns the relational context of teaching with a focus on educators’ relationships with students and colleagues. The third factor concerns the impact of systemic factors in educational policy. For this, we have focused on the impacts of standardized testing and educational innovations. Together, the three overarching factors represent defining features of school and educational systems that shape educators’ work and their experiences of stress in that environment. Overall, our aim is to broaden understanding of the role that schools and educational systems play in educators’ psychological functioning at work.
The serotonin transporter (5-HTT) plays a critical role in regulating serotonergic neurotransmission and is implicated in the pathophysiology of anxiety and affective disorders. Positron emission tomography scans using [(11)C]DASB [(11)C]-3-amino-4-(2-dimethylaminomethylphenylsulfanyl)-benzonitrile] to measure 5-HTT availability (an index of receptor density and binding) were performed in 34 rhesus monkeys in which the relationship between regional brain glucose metabolism and anxious temperament was previously established. 5-HTT availability in the amygdalohippocampal area and bed nucleus of the stria terminalis correlated positively with individual differences in a behavioral and neuroendocrine composite of anxious temperament. 5-HTT availability also correlated positively with stress-induced metabolic activity within these regions. Collectively, these findings suggest that serotonergic modulation of neuronal excitability in the neural circuitry associated with anxiety mediates the developmental risk for affect-related psychopathology.
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Relatively little attention has been given to understanding different social and emotional behavior (SEB) profiles among students and their links to important educational outcomes. We applied latent profile analysis to identify SEB profiles among kindergarten students based on five SEBs: cooperative, socially responsible, helpful, anxious, and aggressive-disruptive behavior. In Study 1, we identified SEB profiles among the population of students who attended kindergarten in New South Wales (NSW; Australia's most populous state comprising Australia's largest education jurisdictions), Australia in 2012 (N = 100,776). We also examined whether profile membership was differentially associated with students' socioeducational characteristics (gender, age group, language background, neighborhood socioeconomic status, and learning disability status). Results revealed four different SEB profiles: social-emotional prosocial (SE-Prosocial), SE-Anxious, SE-Aggressive, and SE-Vulnerable groups. Profile membership was associated with the socioeducational characteristics in different ways (e.g., female and older students tended to be in the SE-Prosocial profile). In Study 2, we undertook replication with a different sample of children who attended kindergarten in 2009 in NSW (n = 52,661). We also examined whether the SEB profiles were associated with academic achievement in Grades 3 and 5 using standardized test scores. Results revealed the same four profiles as Study 1 and similarities in how profile membership was associated with the socioeducational characteristics. Moreover, profiles were associated with significantly different levels of achievement in Grades 3 and 5--highest for the SE-Prosocial and lowest for the SE-Vulnerable profiles. Together, the findings have implications for healthy student development and academic intervention.
Social and emotional learning (SEL) involves instructional approaches that endeavour to foster individuals’ social and emotional competence and promote classroom and school cultures that are safe, caring, and encourage participation. Over the past two decades, there has been growing interest in schooling that attends not only to students’ academic development, but also their social and emotional development. SEL has been recognised as one way to achieve this. The current chapter provides an overview of SEL, including important conceptual underpinnings for the area, key definitions of the five well-accepted social and emotional competencies that are promoted in SEL, and positive student and teacher outcomes associated with effective SEL implementation. The chapter also provides important contextual characteristics relevant to SEL implementation and research in Australia and the Asia-Pacific. Finally, the chapter concludes with a discussion of important research implications for the region, as well as for the world more broadly. In sum, it is hoped that this chapter will help to extend awareness of and effective practice in SEL to best promote social and emotional competence and healthy school and community climates.
This chapter explores the possible relationships between students’ social and emotional competencies, motivation, engagement, and achievement in the context of an autonomy-supportive environment. At the core of students’ social and emotional learning are social and emotional competencies (SECs; e.g., social awareness, relationship skills). The present chapter broadens the view on SECs by considering novel constructs from the psycho-educational literature: basic psychological need satisfaction, adaptability, and academic buoyancy. Importantly, when SECs are effectively taught it leads to positive academic and non-academic outcomes. With the aim of promoting these positive outcomes, researchers have endeavored to better understand the climates that promote students’ SECs. Harnessing perspectives from social and emotional learning, self-determination theory, and the broaden-and-build theory of positive emotions, we propose an autonomy-supportive environment as one that can promote the SECs. We further contend that by supporting SECs through an autonomy-supportive environment, motivation, engagement, and achievement can be positively influenced. Finally, given the hypothesized relationships, this chapter also briefly reviews avenues for further development of students’ SECs, and more generally, their social and emotional learning.
Spirituality and Education introduces the basic contours of current debate in a form accessible to both classroom teachers across the curriculum range, and to school managers. It covers all key areas, including: * problems of defining spirituality * government legislation and supporting documentation * relevant empirical research * the social dimension of spirituality * secular and religious manifestations of spirituality in contemporary society * theories of childhood spiritual development * contemporary approaches to spiritual education, including collective worship and cross-curricular teaching. A variety of different perspectives and approaches will be offered, and readers are encouraged to be reflective through a number of tasks which relate all issues raised directly back to their own specific circumstances. The author includes questions, quotes and lists of further reading.
Engagement with nature, through both direct sensory exposure and a sense of connectedness, has been shown to have a positive effect on psychological health; although the mechanisms mediating these effects remain obscure. Spirituality, which has been posited within ecopsychology frameworks to be experienced in and through a sense of relationship with nature, may be one such mediating variable. The aim of the present study was to determine the extent to which engaging with nature, through both exposure and connectedness, influences psychological health, and the role of spirituality in this relationship. 132 females and 58 males with a mean age of 36.8 years (SD = 13.1 years) completed surveys comprising (1) the Nature Exposure Scale, (2) the Connectedness to Nature Scale, (3) the Mysticism Scale, and (4) the psychological health subscale of the WHOQOL-BREF. Nature exposure and connectedness to nature were positively associated with psychological wellbeing and greater reported spirituality. Furthermore, through the implementation of a hierarchical regression and mediation analysis, positive relationships between both nature exposure and connectedness to nature with psychological wellbeing, were significantly mediated by spirituality. It is concluded that spirituality can be an important aspect of one's experience of nature and, as a consequence, the positive effects derived from it.
We used fMRI to examine amygdala activation in response to fearful facial expressions, measured over multiple scanning sessions. 15 human subjects underwent three scanning sessions, at 0, 2 and 8 weeks. During each session, functional brain images centered about the amygdala were acquired continuously while participants were shown alternating blocks of fearful, neutral and happy facial expressions. Intraclass correlation coefficients calculated across the sessions indicated stability of response in left amygdala to fearful faces (as a change from baseline), but considerably less left amygdala stability in responses to neutral expressions and for fear versus neutral contrasts. The results demonstrate that the measurement of fMRI BOLD responses in amygdala to fearful facial expressions might be usefully employed as an index of amygdala reactivity over extended periods. While signal change to fearful facial expressions appears robust, the experimental design employed here has yielded variable responsivity within baseline or comparison conditions. Future studies might manipulate the experimental design to either amplify or attenuate this variability, according to the goals of the research.
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BACKGROUND: Hypothalamic-pituitary-adrenal (HPA) system activation is adaptive in response to stress, and HPA dysregulation occurs in stress-related psychopathology. It is important to understand the mechanisms that modulate HPA output, yet few studies have addressed the neural circuitry associated with HPA regulation in primates and humans. Using high-resolution F-18-fluorodeoxyglucose positron emission tomography (FDG-PET) in rhesus monkeys, we assessed the relation between individual differences in brain activity and HPA function across multiple contexts that varied in stressfulness.
METHODS: Using a logical AND conjunctions analysis, we assessed cortisol and brain metabolic activity with FDG-PET in 35 adolescent rhesus monkeys exposed to two threat and two home-cage conditions. To test the robustness of our findings, we used similar methods in an archival data set. In this data set, brain metabolic activity and cortisol were assessed in 17 adolescent male rhesus monkeys that were exposed to three stress-related contexts.
RESULTS: Results from the two studies revealed that subgenual prefrontal cortex (PFC) metabolism (Brodmann's area 25/24) consistently predicted individual differences in plasma cortisol concentrations regardless of the context in which brain activity and cortisol were assessed.
CONCLUSIONS: These findings suggest that activation in subgenual PFC may be related to HPA output across a variety of contexts (including familiar settings and novel or threatening situations). Individuals prone to elevated subgenual PFC activity across multiple contexts may be individuals who consistently show heightened cortisol and may be at risk for stress-related HPA dysregulation.
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Although primary care settings represent strategic locations to address mental health disparity among Latinos in the USA, there has been strikingly little empirical work on risk processes for anxiety/depression among this population. The present investigation examined the interactive effects of subjective social status and mindful attention in relation to anxiety and depressive symptoms and disorders among a low-income Latino sample in primary care (N = 384; 86.7% female; 38.9 years [SD = 11.4]). Results provided empirical evidence of an interaction between subjective social status and mindful attention for depressive, social anxiety, and anxious arousal symptoms as well as anxiety/depressive disorders. Inspection of the significant interactions revealed that subjective social status was related to greater levels of depression/anxiety among persons with lower levels of mindful attention. Together, these data provide novel empirical evidence for the clinically relevant interplay between subjective social status and mindful attention regarding a relatively wide array of negative emotional states among Latino primary care patients.
<p><strong>Creator's Description</strong>: This article reflects on the pivotal role of subsistence in the livelihood strategies of rural Tibetan households within the context of rapid economic and social transition. It argues that subsistence is valued by these households because it provides the material foundations upon which they can choose to act in a variety of strategic ways in response to dislocating change. First, the apparent paradox between income poverty and asset wealth is examined and the concept of "subsistence capacity" is suggested as a lens to understand aspects of wealth that are difficult to capture through conventional income or human development measures. Second, this paradox is related to the resistance of many rural Tibetans to relying on low wage manual jobs as a main source of income, despite the fact that such jobs would seem to be the most appropriate for their transition out of agriculture given their apparent income poverty and their low levels of education. The argument commonly cited in the Chinese literature that this employment behavior derives from "backwardness" is contended. The article concludes with a reflection on the consequences of recent government resettlement strategies in pastoral areas.</p>
A guide to the internal martial arts exercises of short-form Wu-Style Tai Chi • Details the 8 core forms of Wu-Style Tai Chi with fully illustrated instructions • Ideal for older practitioners as well as those with health disabilities due to the “small frame” primary stance, slower and smaller movements, and conservation of energy • Explains how Wu Style provides a natural introduction to martial arts boxing • Reveals how Wu Style eases stiffness, relieves back pain, and reduces abdominal fat Following the flow of chi energy, rather than directing it as in traditional Tai Chi, Wu-Style Tai Chi focuses on internal development, seeking to conserve chi energy and gather jin power from the Earth through the tan tien. Centered on a “small frame” stance--that is, feet closer together and arms closer to the body--and a slower progression of movements in solo practice, Wu Style offers a gentle Tai Chi form for beginners and, when practiced with a partner, a grounding introduction to martial arts boxing and Fa Jin (the discharge of energy for self-defense). The more functional stance, smaller movements, and conservation of internal energy make Wu-Style Tai Chi ideal for older practitioners as well as those with health disabilities. Condensing the 37 movements of Wu Style into 8 core forms, Master Mantak Chia and Andrew Jan illustrate how to build a personal short-form Wu-Style Tai Chi practice. They explain how Wu-Style Tai Chi removes energetic blockages and helps to elongate the tendons, reducing stiffness and allowing the limbs to return to their natural length and full range of motion. Regular practice of Wu Style relieves back pain as well as reducing abdominal fat, the biggest hindrance to longevity. Exploring the martial arts applications of Wu Style, the authors trace its history beginning with founder Wu Chuan-Yu (1834-1902) as well as explain how to apply Wu Style to “Push Hands” (Tui Shou) and Fa Jin. Through mastering the short-form Wu Style detailed in this book, Tai Chi practitioners harness a broad range of health benefits as well as build a solid foundation for learning the complete long-form Wu Style.
Abstract Theory of mind describes the ability to engage in perspective-taking, understand intentions, and predict actions and emotions. Theory of mind typically achieves major developmental milestones around age of 5, coinciding with the transition to kindergarten, and is associated with a verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. Less is known about how the theory of mind operates in low-income samples, where foundational skills (i.e., verbal ability, executive function, and emotion knowledge) tend to be delayed. Applied to classrooms, the theory of mind may support the transition to kindergarten by facilitating relationships, learning-related behaviors, and socioemotional skills that require perspective-taking. In a low-income sample of 140 kindergarteners across 21 classrooms, the theory of mind was directly associated with teacher-ratings of social and emotional skills, behavioral and academic adjustment, and closeness within the teacher?child relationship, beyond the contribution of foundational skills. Moreover, verbal ability, executive function, and emotion knowledge were indirectly associated with outcomes through the theory of mind. Findings suggest the theory of mind facilitates the transition to kindergarten and is built upon a complex set of foundational skills.
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