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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.
Abstract: The meaning of school bullying which incorporates a number of key components: bodily, mental assault, use of harsh and rude language, or terrorizing in attempt to bring about a feeling of fright, anxiety, submission or damage to the bullied. Bullying has serious repercussions to the extent that it might lead a victim to ending their lives (Farrington & Ttofi, 2009). Kazarian and Ammar (2013) linked bullying with the spread of negative health conditions such as insomnia, anorexia, and obesity as well as social behaviors such as the use of drugs and alcohol, aggression, and the use of weapons. "Sixty percent of identified bullies have a criminal conviction" (Newman, 2007: p. 568). The aim of this evaluative exploratory research is to showcase the effect of a program delivered to school students of ages 12-14 that is designed to help in eradicating school bullying by using Social and Emotional Learning techniques (SEL). SEL develops the students' self- awareness, social awareness, self-management and organization, responsible problem solving, and relationship management. School-based SEL programs developed to prevent school violence, including bullying, are derived from the belief that academic skills are essentially linked to youth's ability to manage and regulate emotions, and to communicate and problem-solve challenges and interpersonal conflicts. Hence based on a fieldwork conducting one to one interviews with fifteen students and five teachers, the SEL program was implemented in a private school in Egypt and its effectiveness was measured by the 62 respondents through open-ended surveys. The findings of the study explain students' perceptions of bullying and the extent to which it is practiced in their school as well as its causing factors. In addition, the study reveals, the perceived effect of the program on participating students and its contribution towards creating a bullying- free school.
Mindfulness offers a wide range of benefits for teachers and students, however, less is known about the role of mindfulness in the work of principals. Current tools that assess instructional leadership, which is a major part of the principalship, omit issues of mindfulness. Further, measures of mindfulness connect little to instructional leadership to make meaningful assessment of the mindful instructional leadership of administrators. The study discusses development of the Principal Resilience for Educator and Student Success (PRESS), a 20-item self-assessment of principal instructional practices and beliefs concerned with cognitive processes shown to support mindfulness: preoccupation with failure, commitment to resilience, deference to expertise, resistance to simplify, and sensitivity to operations. Data were gathered and analyzed from a representative statewide sample of principals in Washington State. Findings reveal differing degrees of variability on specific mindful instructional leadership practices. Scores generated by PRESS are compared to respondent scores on the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R); results indicate positive correlation between the PRESS Mindful Instructional Leadership (MIL) single factor score and the CAMS-R mindfulness single factor score. Use of the tool as part of principal professional growth, as well as further research to examine the relationship between mindfulness in instructional leadership and school improvement, are recommended.
Abstract Behavioral research on negotiation in recent years has been dominated by the decision making research paradigm, which accords a relatively narrow role to emotions. Decision making researchers have considered emotions primarily in terms of
Parents' and educators' concern for children's mental health and emotional competency has grown over the past few years as violent incidents are placed in the spotlight. Adequate social and emotional skills enable students to succeed academically, develop positive relationships, and be prepared for the workplace following graduation. Schools can help students develop these skills through the use of social-emotional learning programs. Social-emotional learning programs explicitly teach students skills such as emotional awareness and conflict resolution. Though several studies have supported the efficacy of social-emotional learning programs, few have examined school-based professionals' use and perceptions of SEL programs. The present study examined school psychologists' perceptions of SEL programs in schools and the role practicing school psychologists play in SEL programs. Participants were also asked about what barriers they experienced or would anticipate in implementing social-emotional learning programs. Thirteen school psychologists were interviewed in a focus group format to gain insight into their perspectives and use of social-emotional learning programs. The results provide a better understanding of school psychologists' stance on using social-emotional learning programs and what barriers they have experienced in the implementation of these programs. The school psychologists discussed how social-emotional learning is an important component of students' education, that there should be a push to integrate social-emotional learning in schools, and that several barriers exist to implementing a social-emotional learning program. The most frequently mentioned and discussed barriers were time, teacher comfort, and buy-in. Suggestions are made for future research and how school psychologists can advocate for social-emotional learning programs.
<p>This site presents a detailed description of the Sino-Tibetan language family. Sino-Tibetan (ST) is one of the largest language families in the world, with more first-language speakers than even Indo-European. ST includes both the Sinitic and the Tibeto-Burman languages.</p><p>ST is a highly differentiated language family of formidable scope, complexity, and time-depth. Tibeto-Burman (TB) comprises hundreds of languages besides Tibetan and Burmese, spread over a vast geographical area (China, India, the Himalayan region, peninsular SE Asia).</p><p>In addition, this site includes links to publications STEDT has published on Sino-Tibetan language families, bibliographies on this subject, and more. (Steven Weinberger 2004-07-02)</p>
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.