Middle latency auditory-evoked potentials (AEP-MLRs) of 10 healthy male subjects in the age range of 21-33 years, were assessed to determine whether yogic pranayamic practice would cause changes in them. The pranayama type assessed here is an exercise of consciously-controlled rhythmic breathing involving timed breath-holding in each cycle of breathing, while the subject holds utmost attention and experiences the touch of inhaled air in the nasal passage. The results revealed that the Na-wave amplitude increased and latency decreased during the period of pranayamic practice, whereas the Pa-wave was not significantly altered. The change is interpreted as an indication of a generalized alteration cause in information processing at the primary thalamo-cortical level during the concentrated mental exercise of inducing modifications in neural mechanisms regulating a different functional system (respiratory). Further researches are required to understand the operational significances of such changes.
A variety of recent research indicates that when subjects are induced to experience certain negative emotions, there is greater suppression of alpha power in the right than left frontal region, while during the experience of positive emotion, alpha power asymmetry in this region shows the opposite pattern. We have conceptualized this assymetry as reflecting specialization for approach and withdrawal processes in the left and right frontal regions, respectively. In this experiment, reward and punishment contingencies were directly manipulated to produce approach and withdrawal response motional states. In addition, subjects responded to imperative stimuli using either an approach response (finger press) or a withdrawal response (finger lift). EEG was recorded from multiple scalp locations. During the foreperiod prior to the response to the imperative stimuli, the EEG was extracted, Fourier-transformed and power computed in the theta, alpha and beta frequency bands. In addition, the contingent negative variation (CNV) was derived from the identical epoch. Reward trials were associated with greater left frontal alpha power suppression than punishment trials, while during the latter trials, there was greater right-sided frontal alpha power suppression than during reward trials.
There was also some evidence to indicate that withdrawal responses were associated with greater right-sided alpha power suppression in the temporo-parietal region compared with approach responses. Power in the theta and beta bands did not systematically vary with condition. The CNV was larger during trials on which subjects responded quickly compared with slow trials, but did not differentiate between reward and punishment contingencies. The findings support the hypothesis that approach-related processes can be differentiated from withdrawal-related processes on the basis of asymmetrical shifts in alpha power in the frontal region. They also indicate that the CNV and spectral power estimates from the identical epochs reflect different neural processes.
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<p>A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for differences in academic achievement. Despite the evidence that social-emotional learning (SEL) contributes to student success, few studies have investigated the extent to which educators promote SEL among their students. This American Educator Panels Data Note details the extent to which a nationally representative sample of teachers and school leaders report setting goals for the social-emotional growth of their students. Results indicated that about 60 percent of teachers and principals report setting goals for student SEL growth. However, teachers were less likely to report that their school leadership set these goals compared with principals' self-reports. These results indicate that SEL goal setting is substantial but by no means universal. Further, the gap in perceptions of school leader goal setting indicates that as principals begin or continue to develop goals, they should aim to create a schoolwide strategy that is communicated to teachers and take into account efforts that are already underway in classrooms. One barrier to these efforts may be the lack of schoolwide systems for assessing SEL skills.</p>
In an autoradiographic investigation, the production of brain lesions in rats was combined with intracranial injection of thymidine-H3. Nuclei of numerous glia cells were found labeled in brain regions associated with the traumatized areas. In addition, some neurons and neuroblasts showed labeling, suggesting the possibility of proliferation of neurons in adult rats.
Medical systems function in specific cultural contexts. It is common to speak of the medicine of China, Japan, India, and other nation-states. Yet almost all formalized medical systems claimuniversal applicability and, thus, are ready to cross the cultural boundaries that contain them. There is a critical tension, in
theory and practice, in the ways regional medical systems are
conceptualized as "nationalistic" or inherently transnational. This volume is concerned with questions and problems created by the
friction between nationalism and transnationalism at a time when
globalization has greatly complicated the notion of cultural,
political, and economic boundedness.
Offering a range of perspectives, the contributors address
questions such as: How do states concern themselves with the
modernization of "traditional" medicine? How does the global
hegemony of science enable the nationalist articulation of
alternative medicine? How do global discourses of science and "new age" spirituality facilitate the transnationalization of "Asian"
medicine? As more and more Asian medical practices cross boundaries into Western culture through the popularity of yoga and herbalism, and as Western medicine finds its way east, these systems of
meaning become inextricably interrelated. These essays consider the larger implications of transmissions between cultures.
<p>A Tibetan-German list of 60 drugs. Ein Beitrag zur Kenntnis der Arzneykunde Asiens. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
<p>A Tibetan-German list of 60 drugs. Ein Beitrag zur Kenntnis der Arzneykunde Asiens. (Michael Walter and Manfred Taube 2006-05-15, revised by Bill McGrath 2008-01-03)</p>
<p><strong>Creator's Description</strong>: The western Tibetan Plateau is currently undergoing the initiation of substantial changes in rangeland management associated with China's drive to develop the western provinces and new land tenure arrangements for pastoralists under the "household responsibility system." However, this same region of high plateau, encompassing parts of western Qinghai, western Tibet Autonomous Region (TAR) and the far south of Xinjiang Autonomous Region, has also seen the recent creation of a number of large nature reserves, covering almost 70 percent of the high northern Tibetan Plateau, called the Byang thang region. Biodiversity conservation here is focused on large mammal species such as the Tibetan antelope, wild yak and other herbivores, some of which have seen dramatic reductions in their populations over the past century. Large-scale efforts have been initiated to deter hunting, but the effects of this activity on livelihoods of some of the northernmost pastoralist communities are little-noticed or appreciated. More significant in the long term, however, is that although Tibet's nomadic herders have coexisted with the various wild species for centuries, current development efforts on the plateau to modernize livestock husbandry will lessen the potential for maintenance of current wild populations, and their unique attributes such as the large-scale migratory behavior of some of these wild species. We focus on an area with pastoralists and abundant wildlife at the northern limit of human habitation in the western Byang thang Nature Reserve, where the same development interventions as on the rest of the plateau appear to be in conflict with conservation goals. Although some accommodations between human and wildlife interests are possible, as in other pastoral regions of the world, the mixing of wild and domestic large herbivores can be very problematic, and in such instances the maintenance of modern versions of traditional management regimes is often best. How development and nature reserve conservation efforts interact to affect both ecosystem attributes and local livelihoods will constitute formative policy issues in the Byang thang for the foreseeable future.</p>
In this book, nationally recognized interdisciplinary leaders examine the relationships between social-emotional education and school success - specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of SEL programs.
In this book, nationally recognized interdisciplinary leaders examine the relationships between social-emotional education and school success - specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of SEL programs.
The frontal lobes are responsible for many of the aspects of cognition that seem uniquely human, including aspects of planning, language, emotional control, and personality. Disorders of the frontal lobes take many forms, but ultimately their impact on our cognition and behavior depends on their location and how they disrupt normal neuronal functioning. This chapter reviews the neuroanatomy of the frontal lobes as relevant to movement, attention, memory, executive functioning, language, emotion, motivation, and social behavior. The disruptive influences of different neurological disorders illustrate the significance of frontal brain regions.
Objective. To evaluate the effects of diaphragmatic breathing exercises and flow and volume-oriented incentive spirometry on pulmonary function and diaphragm excursion in patients undergoing laparoscopic abdominal surgery.
Methodology.
We selected 260 patients posted for laparoscopic abdominal surgery and they were block randomization as follows: 65 patients performed diaphragmatic breathing exercises, 65 patients performed flow incentive spirometry, 65 patients performed volume incentive spirometry, and 65 patients participated as a control group. All of them underwent evaluation of pulmonary function with measurement of Forced Vital Capacity (FVC), Forced Expiratory Volume in the first second (FEV
1
), Peak Expiratory Flow Rate (PEFR), and diaphragm excursion measurement by ultrasonography before the operation and on the first and second postoperative days. With the level of significance set at
p
<
0.05
.
Results.
Pulmonary function and diaphragm excursion showed a significant decrease on the first postoperative day in all four groups (
p
<
0.001
) but was evident more in the control group than in the experimental groups. On the second postoperative day pulmonary function (Forced Vital Capacity) and diaphragm excursion were found to be better preserved in volume incentive spirometry and diaphragmatic breathing exercise group than in the flow incentive spirometry group and the control group. Pulmonary function (Forced Vital Capacity) and diaphragm excursion showed statistically significant differences between volume incentive spirometry and diaphragmatic breathing exercise group (
p
<
0.05
) as compared to that flow incentive spirometry group and the control group.
Conclusion
. Volume incentive spirometry and diaphragmatic breathing exercise can be recommended as an intervention for all patients pre- and postoperatively, over flow-oriented incentive spirometry for the generation and sustenance of pulmonary function and diaphragm excursion in the management of laparoscopic abdominal surgery.
<p>The effects of Zen breath meditation were compared with those of relaxation on college adjustment. 75 undergraduates (aged 17–40 yrs) were divided into 3 groups using randomized matching on the basis of initial anxiety scores of the College Adjustment Scales. Ss also completed the Taylor Manifest Anxiety Scale. The 3 groups included, meditation, relaxation, and control. Training for the meditation and relaxation groups took place during a 1-hr instructional session with written instructions being distributed. After 6 wks anxiety and depression scored significantly decreased for the meditation and relaxation groups. Interpersonal problem scores also significantly decreased for the meditation group.</p>
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- Variations in Practice Detail,
- Practices Specific to Zen Buddhism,
- Buddhist Contemplation by Applied Subject,
- Zen Buddhism,
- Buddhist Contemplation by Tradition,
- Contemplation by Applied Subject,
- Contemplation by Tradition,
- Zen Seated Meditation (Zazen),
- Psychology and Buddhist Contemplation,
- Science and Buddhist Contemplation,
- Higher Education and Contemplation,
- Education and Contemplation,
- Practices of Buddhist Contemplation,
- Psychology and Contemplation,
- Science and Contemplation,
- Buddhist Contemplation
Background: Post-traumatic stress disorder (PTSD) is a cluster of symptoms in which a person persistently relives a traumatic event, through recurring thoughts, nightmares, and flashbacks for at least 1 month or more. There are various behavioral and medical treatment options for PTSD. Mind-body techniques, such as biofeedback and breathing-based stress reduction, have shown some promise in the treatment of PTSD symptoms. The purpose of this case series was to examine controlled yogic breathing as a complementary treatment of PTSD in military veterans. A retrospective review was performed from 2012 to 2016 in 3 cases, and participant demographics, member statements, and PTSD Checklist-Military Version (PCL-M) scores, pre-and-post course, were extracted. Cases: Three military veterans with PTSD participated in a standardized 5-day course designed to teach them controlled rhythmic yogic breathing exercises. Results: Subjectively, all 3 participants reported a decrease in PTSD symptoms after the course. Objectively, all 3 participants had a reduction in their overall PCL-M scores after the course. Among all 3 participants, there were score decreases in the Avoidance and Increased Arousal categories. The most dramatic improvement occurred in the participant with the most severe symptoms. Conclusions: Controlled yogic breathing, specifically Sudarshan Kriya (SKY), appeared to reduce the symptoms of PTSD in 3 veterans of the Armed Services.
Background: Post-traumatic stress disorder (PTSD) is a cluster of symptoms in which a person persistently relives a traumatic event, through recurring thoughts, nightmares, and flashbacks for at least 1 month or more. There are various behavioral and medical treatment options for PTSD. Mind–body techniques, such as biofeedback and breathing-based stress reduction, have shown some promise in the treatment of PTSD symptoms. The purpose of this case series was to examine controlled yogic breathing as a complementary treatment of PTSD in military veterans. A retrospective review was performed from 2012 to 2016 in 3 cases, and participant demographics, member statements, and PTSD Checklist—Military Version (PCL-M) scores, pre-and-post course, were extracted. Cases: Three military veterans with PTSD participated in a standardized 5-day course designed to teach them controlled rhythmic yogic breathing exercises.Results: Subjectively, all 3 participants reported a decrease in PTSD symptoms after the course. Objectively, all 3 participants had a reduction in their overall PCL-M scores after the course. Among all 3 participants, there were score decreases in the Avoidance and Increased Arousal categories. The most dramatic improvement occurred in the participant with the most severe symptoms.
Conclusions: Controlled yogic breathing, specifically Sudarshan Kriya (SKY), appeared to reduce the symptoms of PTSD in 3 veterans of the Armed Services.
Recent behavioral experiments aimed at understanding the evolutionary foundations of human cooperation have suggested that a willingness to engage in costly punishment, even in one-shot situations, may be part of human psychology and a key element in understanding our sociality. However, because most experiments have been confined to students in industrialized societies, generalizations of these insights to the species have necessarily been tentative. Here, experimental results from 15 diverse populations show that (i) all populations demonstrate some willingness to administer costly punishment as unequal behavior increases, (ii) the magnitude of this punishment varies substantially across populations, and (iii) costly punishment positively covaries with altruistic behavior across populations. These findings are consistent with models of the gene-culture coevolution of human altruism and further sharpen what any theory of human cooperation needs to explain.
In constructing improved models of human behavior, both experimental and behavioral economists have increasingly turned to evolutionary theory for insights into human psychology and preferences. Unfortunately, the existing genetic evolutionary approaches can explain neither the degree of prosociality (altruism and altruistic punishment) observed in humans, nor the patterns of variation in these behaviors across different behavioral domains and social groups. Ongoing misunderstandings about why certain models work, what they predict, and what the place is of “group selection” in evolutionary theory have hampered the use of insights from biology and anthropology. This paper clarifies some of these issues and proposes an approach to the evolution of prosociality rooted in the interaction between cultural and genetic transmission. I explain how, in contrast to non-cultural species, the details of our evolved cultural learning capacities (e.g., imitative abilities) create the conditions for the cultural evolution of prosociality. By producing multiple behavioral equilibria, including group-beneficial equilibria, cultural evolution endogenously generates a mechanism of equilibrium selection that can favor prosociality. Finally, in the novel social environments left in the wake of these cultural evolutionary processes, natural selection is likely to favor prosocial genes that would not be expected in a purely genetic approach.
OBJECTIVE: Although meditation practice is an important component of many mindfulness-based interventions (MBIs), empirical findings of its effects on psychological functioning are mixed and the mechanisms for the effects remain unclear. Responding with mindfulness (i.e., returning one's attention back to a nonjudgmental, present-oriented awareness) is a fundamental skill practiced in meditations. With repeated meditation practice, this skill is thought to become internalized and be applied to one's daily life. We thus hypothesized that the extent to which individuals responded to daily events with mindfulness would mediate the effects of meditation practice (instance, duration, and adherence to instructions) on psychological well-being.METHOD: Using a daily diary methodology, we tracked the meditation practice, use of mindful responding during the day, and psychological outcomes (perceived stress, negative and positive affect) of 117 mindfulness-based stress reduction program participants.
RESULTS: We found that on days when participants meditated, they responded with greater mindfulness to daily events, which accounted for the beneficial effects of meditating on psychological outcomes. Furthermore, findings suggest that on meditation days, longer and more closely adhered meditation practices were independently associated with increases in mindful responding, which in turn were associated with better psychological outcomes.
CONCLUSION: These results suggest that regular, longer, and more closely adhered meditation practice is an important component of MBIs, in part because it leads to responding more mindfully in daily life, which promotes well-being.
<p>The sharing of classroom experiences and discussing relevant research have led teachers and their teacher inquiry support group to take risks in their instruction, leading to meaningful and productive change in their classrooms. The reflective practitioners in the teacher inquiry support group are committed to the creation of democratic classroom communities characterized by meaningful social transactions in which students and teachers write to learn and learn to write in K-12 and beyond.</p>
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