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Yoga is known to induce beneficial effects on physiological, biochemical and mental functions in man. Its effects on blood coagulation are not known. A study was conducted in seven previously untrained male adults who underwent a combination of yogic exercises, daily for one hour, over a period of four months. Parameters of blood coagulation were estimated before and after the end of yoga training. The following changes were observed: Fibrinolytic activity increased significantly with a concomitant fall in fibrinogen; activated partial thromboplastin time and platelet aggregation time were prolonged; blood and plasma platelets showed a rise; and both haemoglobin and heamatocrit were raised at the end of the training. These findings suggest that yoga induces a state of blood hypocoagulability. The impact of yoga on prevention of cardiovascular and thrombotic disorders is obvious.
What does it mean for teachers to understand their students? For those of who teach gifted and talented students, teachers strive to understand how they think differently than their age-peers typically do. These teachers develop curriculum that fosters what is unique about their thinking. But to understand students fully, they need also to understand how they feel--feel about their learning, about their talents, about their place in the classroom. This article is an introduction to a special issue on social and emotional development of gifted students to the readers of "Gifted Child Today" ("GCT"). The collection of articles in this special issue makes the point that whenever students' minds are engaged, their social/emotional needs are engaged also.
In this chapter, we provide the reader with a rationale, definition, and conceptual framework for social and emotional learning (SEL). We highlight the need to coordinate SEL with kindred approaches that promote positive school climates and cultures, and enhance students' intrapersonal, interpersonal, and cognitive competence. Then we summarize some of the major research findings that clarify the evidence base for SEL programs. Numerous findings from implementation science have confirmed that a critical factor affecting outcomes of interventions is the quality of program implementation that is obtained. Some of the major issues related to quality implementation of SEL are also discussed in this section. As a portent of the remainder of this volume, we next discuss some critical research, practice, and policy issues that need to be resolved in order to drive the field of SEL forward in the most efficient and effective manner. We end the chapter with an overview of the contents of this volume. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
This descriptive study uses narrative analysis to examine the nature and quality of pre-service teachers' initial attempts at reflection via the genre of memoir writing in a social studies methods course. The paper begins by reviewing other uses of narrative reflection and autobiographical writing in teacher education. This is followed by an explanation of how students develop a memoir as part of their social studies course work and the methodology employed by the researchers to examine these texts. The paper concludes with an analysis of the findings accompanied by a discussion of the educational significance of this study in initiating reflection through autobiographical writing.