10573nam 2200517 450 991048401700332120211015180620.0981-16-0200-X(CKB)4100000011801622(MiAaPQ)EBC6523376(Au-PeEL)EBL6523376(OCoLC)1243535735(EXLCZ)99410000001180162220211015d2021 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierA human values pathway for teachers developing silent sitting and mindful practices in education /Editors, Suma Parahakaran and Stephen SchererGateway East, Singapore :Springer,[2021]©20211 online resource (185 pages) illustrations981-16-0199-2 Includes bibliographical references.Intro -- Foreword -- Acknowledgements -- Contents -- About the Editors -- List of Figures -- List of Tables -- Chapter 1: Introduction: Why Do We Need Education in Human Values? -- 1.1 How to Use this Book -- References -- Chapter 2: An Overview of Sathya Sai Education in Human Values and Silent Sitting/Visualization -- 2.1 The Sathya Sai Education in Human Values Model -- 2.1.1 SSEHV Philosophy and Pedagogy -- 2.1.2 Direct and Indirect Approaches -- 2.1.3 Five Main Teaching Approaches for Drawing out Inherent Values -- 2.1.4 Supplementary Teaching Strategies -- 2.1.5 Silent Sitting and Visualization -- 2.1.5.1 The Light Meditation -- References -- Chapter 3: Guided Visualizations for Integrating Education in Human Values into Curriculum Subjects -- 3.1 Introduction -- 3.2 Examples of Visualization Scripts Integrating Values Messages and Subject Topics -- 3.2.1 Science -- 3.2.2 Social Media -- 3.2.3 Mathematics -- 3.2.4 English/History -- 3.3 Discussion and Conclusion -- References -- Chapter 4: Light Meditation and Other Silent Sitting Techniques -- 4.1 Introduction -- 4.2 The Significance of Silent Sitting -- 4.3 Examples of Silent Sitting for Different Age Groups -- 4.3.1 Four- to Six-Year-Olds -- 4.3.2 Seven- to Nine-Year-Olds -- 4.3.3 Ten- to Twelve-Year-Olds -- 4.3.4 Thirteen- to Fifteen-Year-Olds -- 4.3.5 Sixteen- to Eighteen-Year-Olds -- 4.3.6 Nineteen-Year-Olds and above (E.G., University Students) -- 4.4 Impact of Light Meditation on Teachers and Students in Africa -- 4.5 Conclusion -- References -- Chapter 5: A Conceptual Framework for a Mindfulness Intervention -- 5.1 PVEST as a Theoretical Framework -- 5.2 PVEST and Resilience -- 5.3 Project Knowledge at Virginia State University (VSU) -- 5.4 Conclusion -- References -- Chapter 6: Mindfulness and Silent Sitting in the Classroom -- 6.1 What is Mindfulness?.6.2 Mindfulness as a Protective Factor -- 6.3 Creating the Mindful Classroom -- 6.4 A Mindful Case Study -- 6.5 Mindfulness Activities for the Classroom -- 6.5.1 Mindfulness of Breathing -- 6.5.2 Dialectical Behavior Therapy (DBT) TIPP Skills -- 6.5.3 Mindfulness of Balance -- 6.5.4 Mindful Bubble Breathing -- 6.5.5 Mindful Mintz -- 6.5.6 Zip-Zap-Zop -- 6.5.7 Feelings Charades -- 6.5.8 Body Scan -- 6.5.9 Mindful Slime -- 6.5.10 Slow-Mo Bodies -- 6.5.11 Snow in Summer -- 6.5.12 Origami Lotus Flowers -- 6.5.13 Yoga -- 6.5.14 Silent Sitting -- 6.6 Conclusion -- Appendix 6.1 Mindfulness Programs Resource Guide -- Appendix 6.2 Feelings Charades Sample Cards -- Appendix 6.3 Autogenic Training Script -- Appendix 6.4 Sample Mindfulness Activity Discussion Questions -- Sample Questions to Ask Later in the Academic Year -- References -- Chapter 7: Silent Sitting in School Counselling: An Educational Practice to Improve Academic Performance and Personal Well-bei... -- 7.1 Introduction -- 7.2 Research Evidence -- 7.3 The Secondary School Experience -- 7.4 Silent Sitting as an Adjunct to Counselling -- References -- Chapter 8: Humanizing Education through Moral Education -- 8.1 Introduction -- 8.2 Moral Education -- 8.3 Research Findings -- 8.3.1 Case Study 1 -- 8.3.2 Case Study 2 -- 8.3.3 Visualization -- 8.3.4 Silent Learning the Silent Way -- 8.3.5 Moral Choices -- 8.4 Discussion -- 8.5 Conclusion -- References -- Chapter 9: Silent Sitting and Visualization Techniques and the Environment: A Mindful Tool for Developing Awareness -- 9.1 Introduction -- 9.1.1 Reports of the Earth Charter, UN Sustainable Development Goals and the Environment -- 9.1.2 The Need for Humans to Develop a deeper Contemplative Nature -- 9.2 Silence, Mindfulness, Contemplative Practices and their Potential to Reconnect Humans to Nature.9.2.1 A Model for Contemplative Awareness through Silent Sitting and Visualization -- 9.2.2 SSEHV Program and the United Nations Human Settlements Programme (UN-Habitat) Agenda for Water Education: An Educational... -- 9.3 UN-Habitat Human Values and Water Education -- 9.3.1 Flow Learning -- 9.3.2 Adapting Cornell´s (1989) Flow Learning to Visualization Techniques for Connecting to the Environment -- 9.4 Other Examples of Visualizations with Elements from Nature -- 9.4.1 Using Mountains as an Element from Nature -- 9.4.2 Using Trees as an Element from Nature -- 9.5 Conclusion -- References -- Chapter 10: A Reflective Practice Model for Introducing Teachers to Silent Sitting and Visualization Strategies -- 10.1 Introduction -- 10.2 A Framework for a Professional Development Program -- 10.2.1 Objectives -- 10.2.2 Preliminary Preparation -- 10.2.2.1 Critically Reflective Lens 4: Theoretical Literature -- 10.2.3 Group Session 1 -- 10.2.3.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.3.2 Critically Reflective Lens 4: Theoretical Literature -- 10.2.3.3 Critically Reflective Lens 3: Our Colleagues´ Experiences -- 10.2.4 In-Class Follow-Up to Session 1 -- 10.2.4.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.4.2 Critically Reflective Lens 2: Our Learners´ Eyes -- 10.2.5 Group Session 2 -- 10.2.5.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.5.2 Critically Reflective Lens 3: Our Colleagues´ Experiences -- 10.2.5.3 Critically Reflective Lens 4: Theoretical Literature -- 10.2.6 Follow-Up to Session 2 -- 10.2.6.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice -- 10.2.6.2 Critically Reflective Lens 2: Our Learners´ Eyes -- 10.2.6.3 Critically Reflective Lens 3: Our Colleagues´ Experiences -- 10.2.7 Program Evaluation.10.2.7.1 Critically Reflective Lens 1: Our Autobiography as a Learner of Practice and Critically Reflective Lens 3: Our Collea... -- 10.3 Discussion -- 10.4 Conclusion -- Silent Sitting Diary -- References -- Chapter 11: Teachers´ Perceptions of Silent Sitting as a Buffer to Their Problems -- 11.1 Introduction -- 11.1.1 What Are the Main Sources and Consequences of Teachers´ Problems? -- 11.1.2 What Strategies Can Address These Problems? -- 11.1.3 The Specific Context of China -- 11.1.4 The Context of the Study -- 11.2 Method -- 11.2.1 Survey -- 11.2.2 Interviews -- 11.2.3 Sample -- 11.3 Results -- 11.3.1 Survey -- 11.3.2 Interviews -- 11.3.2.1 Exhaustion and Coping with Excessive Workload -- 11.3.2.2 Feeling Angry -- 11.3.2.3 Burnout and Doubts About Sense of Mission as a Teacher -- 11.3.2.4 Pressure to Get Good Results (i.e., Achieve High Academic Scores) -- 11.3.2.5 Personal Health -- 11.3.2.6 Bullying/Violence by Students -- 11.3.3 Why Do the Strategies Work? -- 11.3.3.1 Explanation 1: The Teachers´ Practices Changed the Children -- 11.3.3.2 Explanation 2: The Teachers Changed, so They Were Not as Affected by Challenges -- 11.4 Discussion -- 11.4.1 Questions for Further Investigation -- 11.5 Conclusion -- Sample Visualizations for Teachers´ Own Use or to Use with Children -- Problem Solving (from Taplin 2010) -- Removing Worries or Fears (from Taplin 2010) -- Resolving Anger (Alderman 1996, p. 155, cited by Taplin 2010) -- Resolving Violence in Thought, Word or Deed (Alderman 1996, p. 205., cited by Taplin 2010) -- Opening the Heart Connection (from Taplin 2010) -- Courage in the Face of a Challenge (from Taplin 2010) -- Making a Difference with Difficult Students (or Colleagues) (from Taplin 2010) -- Visualization to Help You to Open Yourself to the Six Desirable Qualities of a Loving Person (Adapted from Lazarus: Unconditio...Visualization for Getting in Touch with Your True Self (to Be Used on a Daily Basis) (from Taplin 2008) -- References -- Chapter 12: Silent Sitting and Meditation: Building Teachers´ Acceptance, Implementation, and Self-awareness in a Malaysian Sc... -- 12.1 Introduction -- 12.1.1 Light Meditation as a Whole School Approach (General Assembly) -- 12.1.2 Silent Sitting and Visualization Activities Used in the Classroom -- 12.2 Introducing Teachers to Silent Sitting and Visualization Techniques -- 12.3 Context of the Current Study -- 12.4 Analysis and Results -- 12.4.1 Overview of Teachers´ Experiences (First, Second, and Third Workshops) -- 12.4.2 Themes Emerging from Evaluation Questionnaire -- 12.4.3 Written Reflections and Interviews -- 12.5 Conclusion -- Appendix 1 Overview of the Professional Development Program -- Appendix 2 Evaluation Questionnaire -- References -- Chapter 13: Students´ Acceptance of Silent Sitting/Visualization and Its Effect on Their Affective Dimensions -- 13.1 Introduction -- 13.1.1 Categorizing Affective Levels in Learning -- 13.2 Literature Review -- 13.2.1 Affective Learning and Teaching Processes -- 13.2.2 Effects and Associated Outcomes of Mindfulness, Meditation, and Silent Practice -- 13.3 Method -- 13.4 Data Analysis and Findings -- 13.4.1 Responses According to Krathwohl´s Five Levels -- 13.4.2 Thematic Categorization of Students´ Responses -- 13.4.3 Comments on Specific Affective Domains -- 13.5 Discussion -- 13.5.1 Student Responses by Krathwohl´s Five Stages -- 13.5.2 Age-Related Patterns -- 13.5.3 Examining Individual Development -- 13.6 Conclusion -- References.ValuesStudy and teachingMindfulness (Psychology)Educational psychologyValuesStudy and teaching.Mindfulness (Psychology)Educational psychology.121.8Scherer StephenParahakaran SumaMiAaPQMiAaPQMiAaPQBOOK9910484017003321A human values pathway for teachers1901728UNINA00998nam a2200217 i 4500991001457659707536051220s2005 it m ||1 | ita db13375611-39ule_instDip.to MatematicaengAMS 90C35Strummiello, Antonio623260Algoritmi euristici per il problema del postino rurale periodico. Tesi di laurea /laureando Antonio Strummiello ; relat. Chefi TrikiLecce :Università degli studi. Facoltà di Scienze MM. FF. NN. Corso di laurea in Matematica,a.a. 2004-05iii, 115 p. ;30 cmTriki, Chefi.b1337561102-04-1401-02-06991001457659707536LE013 TES 2004/05 STR112013000200255le013gE13.00-no 00000.i1418660301-02-06Algoritmi euristici per il problema del postino rurale periodico. Tesi di laurea1094296UNISALENTOle01320-12-05ma -itait 0003544 am 2200517 n 450 9910350190403321201906072-7535-6746-810.4000/books.pur.103068(CKB)4100000009845493(FrMaCLE)OB-pur-103068(oapen)https://directory.doabooks.org/handle/20.500.12854/51730(PPN)241655935(EXLCZ)99410000000984549320191118j|||||||| ||| 0freuu||||||m||||txtrdacontentcrdamediacrrdacarrierLa Ligue en Bretagne Guerre civile et conflit international (1588-1598) /Hervé Le GoffRennes Presses universitaires de Rennes20191 online resource (576 p.) 2-7535-1157-8 La décennie ligueuse (1589-1598) marque profondément l’histoire et la mémoire bretonne, à travers des figures hautes en couleur comme le gentilhomme brigand La Fontenelle ou des évènements phares comme l’édit de Nantes. Or l’étude de cette période a été délaissée par la recherche historique. Depuis un siècle, elle était largement abandonnée aux mythes et aux préjugés. La Bretagne n’avait pas encore bénéficié de l’intérêt porté depuis une trentaine d’années par les historiens aux guerres de Religion qui ont divisé et meurtri la France, et plus particulièrement aux soulèvements des ligues nobiliaires et urbaines qui en constituent la phase ultime. Pourtant sur ce plan la spécificité bretonne est forte car les guerres y ont commencé, mais aussi y ont duré plus tard que partout ailleurs en France. Le personnage de Mercœur, chef de la Ligue en Bretagne a longtemps excessivement focalisé l’attention : l’ouvrage d’Hervé Le Goff montre que la crise ligueuse y fait intervenir des acteurs très divers. Il fournit une analyse novatrice de la genèse nécessairement complexe de cette guerre civile, et de ses motivations politiques, religieuses et sociales. Il reconstitue la cohérence d’évènements qui ne sont confus qu’en apparence et contribue au passage au renouvellement de l’histoire militaire du temps. Il tire pour terminer un bilan d’ensemble de ces troubles survenus dans une Bretagne prospère, en phase de croissance économique et démographique depuis plus d’un siècle. L’utilisation abondante de sources anglaises très largement ignorées auparavant permet en outre à Hervé Le Goff de mettre en évidence les enjeux internationaux de cette guerre, enjeux jusqu’alors peu éclairés. Il démontre l’importance géostratégique de la péninsule bretonne dans le conflit qui oppose alors Espagne et Angleterre. On peut se demander avec lui si, au cours des guerres bretonnes de la Ligue, période particulièrement cruelle pour la province, ne s’est pas joué, en cette fin du XVIe siècle, un…HistoryBretagneLigueguerre civileguerres de religionguerres de religionBretagneguerre civileLigueHistoryBretagneLigueguerre civileguerres de religionLe Goff Hervé377844Hamon Philippe39123FR-FrMaCLEBOOK9910350190403321La Ligue en Bretagne3023387UNINA