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Mindfulness meditators practice the non-judgmental observation of the ongoing stream of internal experiences as they arise. Using voxel-based morphometry, this study investigated MRI brain images of 20 mindfulness (Vipassana) meditators (mean practice 8.6 years; 2 h daily) and compared the regional gray matter concentration to that of non-meditators matched for sex, age, education and handedness. Meditators were predicted to show greater gray matter concentration in regions that are typically activated during meditation. Results confirmed greater gray matter concentration for meditators in the right anterior insula, which is involved in interoceptive awareness. This group difference presumably reflects the training of bodily awareness during mindfulness meditation. Furthermore, meditators had greater gray matter concentration in the left inferior temporal gyrus and right hippocampus. Both regions have previously been found to be involved in meditation. The mean value of gray matter concentration in the left inferior temporal gyrus was predictable by the amount of meditation training, corroborating the assumption of a causal impact of meditation training on gray matter concentration in this region. Results suggest that meditation practice is associated with structural differences in regions that are typically activated during meditation and in regions that are relevant for the task of meditation.

The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.

Social emotional learning (SEL) is very important to the well-being of students and their academic achievement in school. The purpose of this study was to search any relation between social studies text books [SSTB] and social emotional learning. This study was conducted as a qualitative study. 9 SSTBs were investigated by 21 fourth grade pre-service teachers from Faulty of Elementary Education in the last semester from Sinop Education Faculty in Turkey. University students have common knowledge that SSTB contains SEL content. Physical feature, content and applicability are the three main themes found in this study. The research method has high validity and reliability. Future studies should be conducted on the intensity, number of activity and distribution of skills of SEL in SSTB. Do the activities in SSTB affect SEL of students? How do the teachers teach the activities of SEL? Besides teachers' teaching strategies, how parents and peers at home and school are occupied with SSTB activities on SEL are the other issues that should be born in mind in future studies.

The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report is a companion to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review, which assessed evidence on SEL interventions against ESSA evidence tiers. This report serves as a companion guide to the evidence review by providing guidance on how to assess local needs relative to SEL and how to identify appropriate evidence-based interventions that address those local needs. This report also provides introductory information on implementing, monitoring, and evaluating selected SEL interventions. While this guide is especially pertinent to educators looking to leverage federal ESSA funds to support SEL, it can support any educational leader in responsibly allocating scarce resources to support school-based SEL interventions.

The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report is a companion to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review, which assessed evidence on SEL interventions against ESSA evidence tiers. This report serves as a companion guide to the evidence review by providing guidance on how to assess local needs relative to SEL and how to identify appropriate evidence-based interventions that address those local needs. This report also provides introductory information on implementing, monitoring, and evaluating selected SEL interventions. While this guide is especially pertinent to educators looking to leverage federal ESSA funds to support SEL, it can support any educational leader in responsibly allocating scarce resources to support school-based SEL interventions.

A pioneer in East-West and interreligious dialogue issues an invitation to a world spirituality. Panikkar stresses the intense personal and societal reassessment that comes from a serious encounter with world religious traditions, its affront to Western parochialism and to modern thinking. This volume gathers some of Panikkar's best writing.
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Speech-/language-impaired (SL)-children face problems in school and later life. The significance of "non-cognitive, social-emotional skills" (NCSES) in these children is often underestimated. Aim: Present study of affected SL-children was assessed to analyse the influence of NCSES for long-term school education. Methods: Nineteen severely SL-impaired children (7 girls, 12 boys) from a specialised kindergarten were followed; follow-up period: Up to 12 years; the different skills or parameters were known. Results: Fourteen children visited successfully a regular secondary school (RS), five children a "school focussing on learning problems" (SFL). SL-differences between the children attending RS and SFL were small; differences in "IQ" and "self-confidence" were significant, smaller differences were observed concerning "skills at crafts/construction" and "auditory-visual perception". Summary: Although the study group is small, results give evidence that beside SL- and "cognitive" skills "non-cognitive, social-emotional skills" are of major importance for long-term school education of SL-impaired children. These soft skills seem to be particularly important for "special need children" with SL-impairment.

OBJECTIVES:There is evidence that yoga practice is associated with decreased stress, worry, and depression, and with improved mindfulness-based skills. These findings had not been previously replicated for a sample of college students. This study evaluated whether iRest yoga-nidra practice was associated with reduced perceived stress, worry, and depression, and increased mindfulness in a sample of college student s. METHODS: Sixty-six students age 18-56 completed an 8-week iRest yoga-nidra intervention that was offered for 8 semesters. Assessment occurred 1 week prior to intervention onset and during the class period following the intervention. Qualitative data were collected at Weeks 4 and 8. RESULTS: Statistically significant pre- to posttest improvements in perceived stress, worry, and depression were found. Pre-existing depression accounted for most of the change in worry and perceived stress scores. Pre- to post test improvements in mindfulness-based skills were also detected. CONCLUSIONS: iRest yoga-nidra practice may reduce symptoms of perceived stress, worry, and depression and increase mindfulness-based skills.

A unique collection of essays that provides theoretical basis for the value of using creative teaching assignments in Medieval and Renaissance history and literature classes and offers a whole toolbox of practical suggestions that allow students to connect course material to their own experiences and help them care more about the material they are seeking to master. First and foremost for teachers of the pre-modern to adapt and use in college courses of all levels, many of the assignments are also adaptable for a high school classroom. In addition, this volume reaches into broader questions of pedagogical methodology, philosophy, and theory. The contributors reflect on the value and necessity of creative teaching and learning, on using non-traditional classroom activities to tether the students to the material in a more intimate, deeper conceived, and often transformative engagement.

Despite the growing interest in the neurobiological correlates of meditation, most research has omitted to take into account the underlying philosophical aspects of meditation and its wider implications. This, in turn, is reflected in issues surrounding definition, study design and outcomes. Here, I highlight the often ignored but important aspect of definition in the existing scholarship on neuroscience and meditation practice. For a satisfactory account of a neuroscience of meditation, we must aim to retrieve an operational definition that is inclusive of a traditional ontological description as well as the modern neurocognitive account of the phenomena. Moving beyond examining the effects of meditation practice, to take a potential step forward in the direction to establish how meditation works, it becomes crucial to appraise the philosophical positions that underlie the phenomenology of meditation in the originating traditions. This endeavour may challenge our intuitions and concepts in either directions, but issues pertaining to definition, design and validity of response measures are extremely important for the evolution of the field and will provide a much-needed context and framework for meditation based interventions.

<p>The union of samatha (tranquility meditation) and vipasyana (insight meditation) is the unique Buddhist path to deliverance. This dissertation explores various schemes of samatha developed in distinct meditation systems, so as to analyze the different degrees of sam adhi which affect the power of insight in eradication of defilements. The nature of dhyana/jhana is explained quite different in the canonical and commentarial materials of Buddhist schools. How a meditator practices mindfulness of breathing is based on how a meditator interprets what the dhyana/jh ana is. This dissertation provides various possible explanations for the diverse dispositions of meditators in meditation practice. In insight meditation, when consciousness acts with skillful mental qualities, one is able to penetrate the true nature of all physical and mental phenomena; in the cycle of rebirth, consciousness links the present existence and the next. The different roles of consciousness in rebirth, and deliverance are investigated. This dissertation is mainly based on the Chinese Canon to examine key issues in meditation practice, revolving around the significance of tranquility meditation and insight meditation.</p>

This chapter explores one of the leading North American-based radical environmental groups that are working on both of these fronts, Deep Green Resistance (DGR). This group has internalized the shock and concern of realizing the hyperobject of global warming and has taken seriously the reality of interconnectedness while arguing for their conception of a democratic global commons. Decisive ecological warfare calls for the formation of aboveground campaigning, using forms of boycotting, protesting and public community organizing to pressure for political change. DGR begin from the position of non-human life and millions of points of view embedded in the organismic plenty of our planetary commons. The chapter gives the reality of hyperobjects and the Anthropocene, that a truly democratic encounter with non-human nature requires humans to actively dismantle industrial civilization. Such is the precondition for peaceful coexistence in the Anthropocene.

CJSF’s Allison R. Brown speaks with David Osher, Vice President and Institute Fellow at the American Institutes for Research, about social-emotional learning and its impact on students and teachers alike over the years.


Yoga's popularity prompts concern about the extent to which cultural appropriation compromises its original philosophy. This interpretive analysis explores how non- Indian yoga instructors negotiate religion and spirituality in their classrooms and daily lives. In doing so, I consider yoga as a commodity articulated within the frameworks of transculturation, cultural appropriation (Rogers, 2006), and symbolic displacement (Wilson, 2012). Findings indicate that yoga is discursively detached from its religious origins and linked to an abstract and expansive spiritualism. Instructors also hope to initiate spiritual engagement among students through physical practice. These findings are contextualized with regard to cultural appropriation, ownership, and hybridity. [ABSTRACT FROM AUTHOR]

This article discusses the non-academic, social-emotional factors that contribute to student academic achievement, including the cognitive-behavioral characteristics of underachieving students and those with learning disabilities; the "You Can Do It! Education" (YCDI) theory of achievement; derivative research on social-emotional capabilities, called the Five Foundations (Academic Confidence, Work Persistence, Work Organization, Getting Along, Emotional Resilience) that, when delayed, produce achievement problems; and recommendations for developing students' social-emotional competence. The research reviewed demonstrates that the Five Foundations and associated Habits of the Mind can be taught to young people, producing increased effort with schoolwork and better achievement.

Siva Sutras are considered to be a revealed book of the Yoga: supreme identity of the individual self with the Divine. Dr. Jaideva Singh has studied the book with the help of his guru Swami Laksmana Joo, the sole surviving exponent of this system in Kashmir and has provided an English Translation of the Sutras together with the commentary of Ksemaraja. Each Sutra is given in Devanagari as well as in Roman Script. Then the meaning of every word of the Sutra is given in English, followed by a translation of the whole Sutra. This is followed by the Vimarsini Commentary in Sanskrit and its English translation, copious notes on important and technical words and a running exposition of the main ideas of the Sutra. A long introduction, together with an abstract of each Sutra, throws a flood of light on the entire system of Saiva Yoga. A Glossary of technical terms and index are appended for the convenience of the reader.

This little book Sivasvarodya, herein presented for the first time, with an English Translation together with Roman version of the text, is an ancient Sanskrit Text of great importance and the only one extant which elucidates the Science of Predicting auspicious and inauspicious results based on the flow the breathing through one or the other nostril. It was initially revealed by Lord to His Divine Consort Parvati with specific instructions to keep it a closely guarded secret, revealed only to those who deserved. And in keeping with this spirit the science really remained so guarded a secret as to become almost extinct today. However, its importance and utility would atonce become evident to anyone as soon as he starts actions specified in it. Often the results start showing even within a week of its adoption. If one considers all the aspects of the Science, such as, the breathing nostril, reigning element, the planetary combinations and the signs of the zodiac, he can make scrupulously precise predictions about the success or failure in any walk of life and for any purpose, both for one's own self and for others. Although practice of this science is now becoming extinct, yet stray persons of older generation still observe some of the conditions laid down by the science, although without, knowing precisely either about this book or its major details, mainly because of the secrecy maintained about it. The taboo is still not lifted from its free revelation, but I have taken courage to place it with an English translation, together with Roman version of the Sanskrit text, before a wider circle of Readers, quite in defiance of the Tradition, simply to enable scientists to design research and validate or nullify its generalizations. Personally, however, I can say with my own experience that many of its precepts, if Practised with faith, do give positive results even within a few days of its adoption. As is the case with most of the Sanskrit works, this Text also is at places either obscure or very difficult. Therefore, a mere translation of it might not have been sufficient. Hence I have made my translation explanatory rather than literal. Besides, a comprehensive Introduction has been given in the beginning, which contains a detailed summary of the Science with an explanation of all the Technical Terms used in it. Going through this Introduction before reading the Text or its translation, would considerably help is understanding the work in general and some of its obscurer passages in paticular. If read with faith and dedication, I have firm belief that the work would prove beneficial in making the life prosperous and also help in the avoidance of many unforeseen adversities.

This book describes what the Jainas considered to be the way of life proper to a layman. It attempts to examine the contents of the principal Jaina Sravakacaras. As these texts are not well known and often not easily accessible, some information about

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