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<p>The article discusses ritual and politics in Nepal to examine the efficacy of ritual in protecting the king. Nepali is a country with a ritual tradition that is accumulative to such an extent that it indeed seems as if each and every trend that once entered the valley of Kathmandu has been preserved and readily absorbed into the already existing body of observances without a commensurate loss. The article discusses Sanskritization and tantrism and argues that ritual in Nepal has not only been fostered with devotion, it has also been persistently subject to political manipulation. The article discusses the political situation of the Rana regime coming to power. The author concludes the king's divinity does no more protect him than it did Lord Vishnu himself in a selected brahmana passage. Also, it is concluded that it does not protect the king from his own people. (Rajeev Ranjan Singh 2007-02-14)</p>
The intersections of early years curriculum, pedagogy, policy and their research must now confront two seemingly intractable but mutually constitutive global problems within their materially ‘grounded’ geocultural-historical circumstances and conditions. The ‘lives’ of children embedded in the socioecological contexts of families, homes, meals, schools, playgrounds and neighbourhoods are ‘fast’ (dromosphere) ‘heating up’ (Anthropocene). Without alternatives, the accelerating and intensifying consequences are deeply disturbing. This chapter addresses a vital need in early childhood education and research. There is a compelling ‘early intervention’ warrant for critical problem identification, theory building, methodological innovation and empirically qualified insights into the increasingly vulnerable body~time~space scapes of childhood in the now complex, accelerated, climactic and abstracted/digitalized ‘everyday’ of their precariously ‘lived experiences’. Empirically informed theoretical development of an environmental education and its ecopedagogies capable of slowly sustaining an intergenerational ethic is overdue. This chapter anticipates the formatively sensitive development of an experience-rich education (and research within it) that is ecopedagogically meaningful to children’s immersion in various body~time~space scapes in, and with, a still vibrant nature that, in so doing, critically (en)counters the deeply problematic dromospherical advent of the Anthropocene.
<p>The article focuses on the issue of education in mother tongues. It includes a case study of the Newari language. The article analyzes His Majesty's Government of Nepal's policy on mother tongue education. The author indicates the popular demand for education in mother tongues is low. The author observes that so-called English boarding schools are flourishing among the Newars of Kathmandu. The author argues that a sense for the children's future career easily supersedes language idealism. (Rajeev Ranjan Singh 2007-02-26)</p>
Teacher burnout is recognized as a serious problem. In research it has been related to many person-specific variables; one of these, the variable of existential fulfilment, has received very little attention thus far. The present study focuses on the relationship between existential fulfilment and burnout among secondary school teachers in the Netherlands (N = 504). Existential fulfilment was made operational by means of the Existential Fulfilment Scale, which distinguishes between three dimensions: self-acceptance, self-actualization, and self-transcendence. A confirmatory factor analysis revealed a three-dimensional construct with interdependent dimensions. Burnout was measured by the Dutch version of the Maslach Burnout Inventory for teachers. Negative relationships between the existential fulfilment dimensions on the one hand and the burnout dimensions exhaustion and cynicism on the other were hypothesized, as well as positive relationships between the existential fulfilment dimensions and the burnout dimension professional efficacy. The hypotheses were confirmed, except for the relationships between self-transcendence and exhaustion and self-transcendence and cynicism, which appeared not to be significant. The inquiry demonstrated the importance of existential fulfilment for the prevalence and prevention of burnout among teachers. The study concludes with a discussion of the implications for future research.
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<p>The article discusses gender and caste in the context of the Samyak Mahadan in Kathmandu, Nepal. The Samyak Mahadan has a prelude in the gvay dam tayegu ceremony. The divide between men and women in the Samyak Mahadan extends to the divine and the royal realms. (Rajeev Ranjan Singh 2007-03-01)</p>
<p>The article discusses Daitya and Kumar as the protectors of Taleju bhavani of Kathmandu. (Rajeev Ranjan Singh 2007-02-19)</p>
Highlights * Few studies utilized culturally responsive social-emotional learning interventions. * Studies rarely addressed the effects of discrimination on socio-emotional development. * Most studies did not include follow-up data, treatment validity, or social validity. * The majority of studies examined internalizing and externalizing behaviors.
Introduction: About one‐third of cancer survivors suffer from severe chronic fatigue. Aim of this study was to evaluate the efficacy of mindfulness‐based cognitive group therapy in reducing severe chronic fatigue in cancer survivors with mixed diagnoses.Patients and Methods: Participants (n = 100) were randomly selected from a cohort and allocated to an intervention and a waiting list condition. Analyses were based on 59 participants in the intervention condition and 24 in the waiting‐list condition. Fatigue severity (Checklist Individual Strength), functional impairment (Sickness Impact Profile) and well being (Health and Disease‐Inventory) were assessed before and after the 9‐week intervention. The intervention group had a follow‐up 6 months following the intervention.
Results: At post‐treatment measurement the proportion of clinically improved participants was 30%, versus 4% in the waiting list condition (χ2 (1) = 6.71; p = 0.007). The mean fatigue score at post‐measurement was significantly lower in the intervention group than in the waiting list group corrected for pre‐treatment level of fatigue. The mean well‐being score at post‐measurement was significantly higher in the intervention group than in the waiting list group corrected for pre‐treatment level of well‐being. The treatment effect was maintained at 6‐month follow‐up. No difference between the two conditions was found in functional impairment.