Amanda Stevenson is a certified yoga instructor. She specializes in yoga for women's health including fertility, prenatal and restorative/yin. She is the fertility yoga instructor for our Mindfulness Fertility Series.We’re digging into how to use fertility yoga to deal with stress and begin to reconnect to the body.
<p>Episode Description: The Dzogchen Ponlop Rinpoche, one of the foremost teachers in the Nyingma and Kagyu schools of Tibetan Buddhism, joins</p>
Greenhouse gas mitigation strategies are generally considered costly with world leaders often engaging in debate concerning the costs of mitigation and the distribution of these costs between different countries. In this paper, the analyses and results of the design of a 100% renewable energy system by the year 2050 are presented for a complete energy system including transport. Two short-term transition target years in the process towards this goal are analysed for 2015 and 2030. The energy systems are analysed and designed with hour-by-hour energy system analyses. The analyses reveal that implementing energy savings, renewable energy and more efficient conversion technologies can have positive socio-economic effects, create employment and potentially lead to large earnings on exports. If externalities such as health effects are included, even more benefits can be expected. 100% Renewable energy systems will be technically possible in the future, and may even be economically beneficial compared to the business-as-usual energy system. Hence, the current debate between leaders should reflect a combination of these two main challenges.
00:52:38 - Topics Discussed: Nature, Sustainability, Organic farming, Environmental issues, City vs Nature, Science & NatureJan Kuśmirek is a medical he...
A young girl learns a technique for dealing with anger--and it works
Abstract: Objective: Innovative approaches to the treatment of war‐related posttraumatic stress disorder (PTSD) are needed. We report on secondary psychological outcomes of a randomized controlled trial of integrative exercise (IE) using aerobic and resistance exercise with mindfulness‐based principles and yoga. We expected—in parallel to observed improvements in PTSD intensity and quality of life—improvements in mindfulness, interoceptive bodily awareness, and positive states of mind. Method: A total of 47 war veterans with PTSD were randomized to 12‐week IE versus waitlist. Changes in mindfulness, interoceptive awareness, and states of mind were assessed by self‐report standard measures. Results: Large effect sizes for the intervention were observed on Five‐Facet Mindfulness Questionnaire Non‐Reactivity (d = .85), Multidimensional Assessment of Interoceptive Awareness Body Listening (d = .80), and Self‐Regulation (d = 1.05). Conclusion: In a randomized controlled trial of a 12‐week IE program for war veterans with PTSD, we saw significant improvements in mindfulness, interoceptive bodily awareness, and positive states of mind compared to a waitlist.
OBJECTIVE: Innovative approaches to the treatment of war-related posttraumatic stress disorder (PTSD) are needed. We report on secondary psychological outcomes of a randomized controlled trial of integrative exercise (IE) using aerobic and resistance exercise with mindfulness-based principles and yoga. We expected-in parallel to observed improvements in PTSD intensity and quality of life-improvements in mindfulness, interoceptive bodily awareness, and positive states of mind.METHOD: A total of 47 war veterans with PTSD were randomized to 12-week IE versus waitlist. Changes in mindfulness, interoceptive awareness, and states of mind were assessed by self-report standard measures. RESULTS: Large effect sizes for the intervention were observed on Five-Facet Mindfulness Questionnaire Non-Reactivity (d = .85), Multidimensional Assessment of Interoceptive Awareness Body Listening (d = .80), and Self-Regulation (d = 1.05). CONCLUSION: In a randomized controlled trial of a 12-week IE program for war veterans with PTSD, we saw significant improvements in mindfulness, interoceptive bodily awareness, and positive states of mind compared to a waitlist.
Background: Borderline personality disorder (BPD) is characterized by deficits in self-regulation, including impulsivity and affective instability. Transference-focused psychotherapy (TFP) is an evidence-based treatment with proven effectiveness in reducing symptoms across multiple cognitive-emotional domains in patients with BPD. In this study, longitudinal changes in neural activation patterns and predictors of treatment response were investigated using a dimensional symptom-based approach. Methods: A functional magnetic resonance imaging (fMRI) activation paradigm was used pre and post-TFP in patients with BPD, with statistical parametric analyses, to test hypotheses concerning the identification of frontolimbic biomarkers for clinical improvement. Using a within-subjects design, BPD subjects (N=10; mean age=27.8) were scanned pretreatment, and again after approximately one-year of TFP using a disorder-specific emotional linguistic go/no-go fMRI paradigm. Results: Analyses confirmed significant treatment related effects with relative increases in dorsal prefrontal cognitive control regions (dorsal anterior cingulate cortex, dorsolateral prefrontal cortex), and relative decreases in ventrolateral prefrontal and hippocampal areas following treatment. Clinical improvement in affective lability correlated positively with activity in left posterior-medial orbitofrontal cortex/ventral striatum (small-volume-corrected p value (psvc)=0.028); right amygdala/ parahippocampal activation correlated negatively with improvements in affective lability (psvc=0.005). Pretreatment hypoactivation in the left posterior-medial orbitofrontal cortex/ventral striatum predicted improvements in affective lability (psvc=0.013), and posttreatment improvements in constraint were predicted by pretreatment right anterior-dorsal anterior cingulate cortex hypoactivation (psvc=0.002). Conclusions: Individuals with BPD whose symptoms improved following TFP demonstrated modulation of neural activity in brain regions known to be implicated in behavioral inhibition in the context of negative emotional processing.
In alignment with the overall theme of the congress, "Philosophy Teaching Humanity," this paper proposes that teachers of philosophy consider instructing their students in simple techniques of meditation. By meditation I mean the practice of mindfulness which typically begins by paying clear, steady, non-reactive attention to the sensations of one's own breathing, and then extending this attention to embrace all bodily sensations, feelings, moods, thoughts, and intentions. I discuss how to integrate meditation practically in the philosophy classroom and then respond to three objections that have been raised to that practice. I then discuss the potential benefits of the practice, arguing first of all that meditation has academic benefits, especially in courses in Asian philosophy. But of much wider application is the wisdom of non-attachment which the mediation naturally evokes primarily through the experience of impermanence. The potential benefits of the paradigm are then briefly indicated as related to our experience of body, mind, society and nature. I conclude by commending the proposal as a small but important practical step philosophy teachers can take to help our fellow humans navigate the challenging transformation of our time.
Meditation cultivates mindfulness, fosters a more peaceful mindset and help us realign.
Train to facilitate MBCT programs with guidance from Zindel Segal, one of its co-developers.Current treatments for depression provide relief for many people, yet they face significant challenges maintaining the benefits of treatment. This workshop and meditation retreat will lead you through an innovative 5-day intensive training program designed to prevent depressive relapse among people with a history of depression. Facilitators: Zindel Segal PhD C Psych, Patricia Rockman MD CCFP FCFP & Evan Collins MD FRCPC Location: Ecology Retreat Centre
Reduce stress, anxiety, and negative emotions, cool yourself down when your temper flares, and sharpen your concentration skills.
Mindfulness-based therapy (MBT) has shown promise in reducing depression and psychological distress among individuals presenting with various medical and psychiatric problems. This case study examined the implementation of MBT with an undergraduate student with recurrent major depression and generalized anxiety disorder. A novel four-session MBT protocol was utilized and the patient demonstrated significant decreases in depressive and anxiety symptoms and an overall increase in quality of life at the posttreatment assessment. Treatment gains were maintained at the 1-month follow-up assessment. Consistent with previous treatment outcome studies examining the efficacy of comprehensive MBT interventions, results indicate that an abbreviated MBT protocol may be effective in treating depression and anxiety in younger adults.
This paper focuses on the testimonies of three male primary school staff members who utilised social and emotional learning (SEL) in their everyday practice within their respective schools. The data, collected through individual interviews, illustrate how these three men interpreted SEL, and their role in the development of children's social, emotional and behavioural (SEB) skills, in response to their perceptions of pupils' home-life. In particular, the sample identified the children's fathers' perceived ability/inability as a main cause of pupils' SEB deficiencies. Consequently, the three male staff members maintained that in order to advocate and encourage alternative, appropriate behaviours, they should act as "replacement fathers" and become "role models". The findings contribute to existing debates relating to the notion of "positive male role models" in primary schools and the propensity for staff to engage in parental blame. The implications of these findings are discussed, and suggestions that call for a more democratic and cooperative exchange of knowledge between parents and teachers are made.
<p>This book argues for the central role played by absorption in the functioning of the human mind. The importance of absorption makes itself felt in different ways; the two studies combined in this book concentrate on two of them. The first study, 'The Symbolic Mind', argues that, largely as a result of language acquisition, humans have two levels of cognition, which in normal circumstances are simultaneously active. Absorption is a (or the) means to circumvent some, perhaps all, of the associations that characterize one of these two levels of cognition, resulting in what is sometimes referred to as mysitcal experience, but which is not confined to mysticism and plays a role in various "religious" phenomena, and elsewhere. In the second study, 'The Psychology of the Buddha', Prof. Bronkhorst provides a theoretical context for the observation that absorption is a source of pleasure, grapples with Freud, and illustrates his observations through translations of ancient Buddhist texts from the Pali ans Sanskrit languages along with his psychological commentary.</p>
After reviewing six senses of abstraction, this article focuses on abstractions that take the form of summary representations. Three central properties of these abstractions are established: ( i ) type-token interpretation; (ii) structured representation; and (iii) dynamic realization. Traditional theories of representation handle interpretation and structure well but are not sufficiently dynamical. Conversely, connectionist theories are exquisitely dynamic but have problems with structure. Perceptual symbol systems offer an approach that implements all three properties naturally. Within this framework, a loose collection of property and relation simulators develops to represent abstractions. Type-token interpretation results from binding a property simulator to a region of a perceived or simulated category member. Structured representation results from binding a configuration of property and relation simulators to multiple regions in an integrated manner. Dynamic realization results from applying different subsets of property and relation simulators to category members on different occasions. From this standpoint, there are no permanent or complete abstractions of a category in memory. Instead, abstraction is the skill to construct temporary online interpretations of a category's members. Although an infinite number of abstractions are possible, attractors develop for habitual approaches to interpretation. This approach provides new ways of thinking about abstraction phenomena in categorization, inference, background knowledge and learning.
In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED (n = 45) and LD (n = 49) were compared on nine measures in academic, behavioral, and social domains using multivariate procedures. Results indicated that there were significant differences in the characteristics of these students, with seven of the original nine variables differentiating group membership. In general, adolescent students with LD exhibited higher levels of social competence and lower levels of behavioral problems as compared to adolescent students with ED. Findings also revealed that a substantial percentage of the variance (50%) between adolescents with ED and adolescents with LD could be explained. Furthermore, the variables in this model differentiated between these two groups, with 78.57% of students with ED and 78.95% of students with LD being correctly classified. Limitations of the study are discussed and directions for future research are offered.
Academic stress is the most common emotional or mental state that students experience during their studies. Stress is a result of a wide range of issues, including test and exam burden, a demanding course, a different educational system, and thinking about future plans upon graduation. A sizeable body of literature in stress management research has found that self-regulation and being mindful will help students to cope up with the stress and dodge long-term negative consequences, such as substance abuse. The present study aims to investigate the influence of academic stress, self-regulation, and mindfulness among undergraduate students in Klang Valley, Malaysia, and to identify mindfulness as the mediator between academic stress and self-regulation. For this study, a total of 384 undergraduate students in Klang Valley, Malaysia were recruited. Using Correlational analysis, results revealed that there was a significant relationship between academic stress, self-regulation, and mindfulness. However, using SPSS mediational analysis, mindfulness did not prove the mediator role in the study.
The oft-repeated claim that Earth’s biota is entering a sixth “mass extinction” depends on clearly demonstrating that current extinction rates are far above the “background” rates prevailing between the five previous mass extinctions. Earlier estimates of extinction rates have been criticized for using assumptions that might overestimate the severity of the extinction crisis. We assess, using extremely conservative assumptions, whether human activities are causing a mass extinction. First, we use a recent estimate of a background rate of 2 mammal extinctions per 10,000 species per 100 years (that is, 2 E/MSY), which is twice as high as widely used previous estimates. We then compare this rate with the current rate of mammal and vertebrate extinctions. The latter is conservatively low because listing a species as extinct requires meeting stringent criteria. Even under our assumptions, which would tend to minimize evidence of an incipient mass extinction, the average rate of vertebrate species loss over the last century is up to 100 times higher than the background rate. Under the 2 E/MSY background rate, the number of species that have gone extinct in the last century would have taken, depending on the vertebrate taxon, between 800 and 10,000 years to disappear. These estimates reveal an exceptionally rapid loss of biodiversity over the last few centuries, indicating that a sixth mass extinction is already under way. Averting a dramatic decay of biodiversity and the subsequent loss of ecosystem services is still possible through intensified conservation efforts, but that window of opportunity is rapidly closing.Humans are causing a massive animal extinction without precedent in 65 million years. Humans are causing a massive animal extinction without precedent in 65 million years.
Research indicates that the culturally responsive teaching strategies outlined in this book accelerate literacy, language development, and academic growth for students in grades K-8, particularly for English language learners. Completely revised and updated, this bestselling resource speaks to the social-emotional needs of learners and helps teachers support each child's development of a positive self-concept. The authors present best practices, aligned with reading and content standards, and tools for developing academic talk and instructional conversations in the classroom. Special emphasis is placed on using student culture and language as a means for promoting meaningful relationships among communities of learners. The text includes tips for using the strategies for parental involvement, gathering knowledge of the student's background, and promoting social-emotional learning. A companion website provides new video of the strategies being used in classrooms. Book features include: (1) Connections to ELP standards and skills with emphasis on processes that foster reading, writing, and comprehension skills; (2) Guidance to help teachers move beyond static grouping structures and instead utilize responsive opportunities for collaboration and instructional conversations to introduce, rehearse, and review content; (3) Technology connections that help teachers maximize the strategies as systematic learning tools for students; (4) Detailed steps and instructional tips for strategy implementation; and (5) Access to teacher-in-action video clips that demonstrate key strategies in practice. [Foreword by Ester J. de Jong.]