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This thesis paper is the culmination of two months of ethnographic research conducted during the summer of 2009 in the region of Ladakh, which is located in the midst of the Himalayas in northern India. It explores the inherent connections that exist between Tibetan medicine and Mahayana Buddhism, as exhibited in the Ladakhi medical system. The influx of Tibetans into northern India has shaped the culture of the region for thousands of years, effectively earning Ladakh the moniker "Little Tibet". A greater understanding of the relationship between religion and health care can lead to the beginning of a discourse about the elements that define a competent medical system, and the adequacy of medical systems in treating the wellness seekers in the communities in which they exist.
The classroom is a rich emotional environment where both students and teachers experience a wide range of emotions. Emotions influence all aspects of learning including attention, motivation, interest, memory, creativity, and social interactions. While negative emotions generally impede learning, the experience of positive emotions leads to improved outcomes for both teachers and students. Thus, the ability to regulate emotions is a very critical skill for both teachers and students. Teachers must be equipped with the necessary skills to manage their own emotions as well as emotional incidents in the classroom; however, few teacher preparation programs provide the knowledge and skills to navigate the emotional nature of the classroom environment. To meet this need, a social emotional learning (SEL) curriculum for pre-service teachers was developed to provide future teachers 1) with the skills needed to teach emotion regulation to students, and 2) the underlying emotional competence needed to meet the emotional demands of the classroom. The curriculum is intended for implementation as part of an existing teacher education course or as a seminar for pre-service teachers in their last year of schooling.