• Title/Summary/Keyword: thinking routine

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CLINICAL EFFICACY OF PADABHYANG (FOOT MASSAGE) AS CHKSHUHYA (EYE SIGHT PROMOTER) W.S.R TO TIMIRA-REFRACTIVE ERROR (PRATHAM & DWITIYA PATALGATA)

  • Nitin, Pandey;Nishant, Jain;Pankaj, Rajvanshi;Shikha, Maurya
    • CELLMED
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    • v.10 no.1
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    • pp.6.1-6.7
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    • 2020
  • In Ayurveda the eye is clarified as the most essential among all the indriyas (sensory organs), however because of changed way of life and quick pacing time we are experiencing such huge numbers of scatters, among them eye issue is most imperative as eye is the window of wellbeing. Our old acharyas (ancient scholars) have clarified about the different every day routine to be pursued for keeping up eye wellbeing, Padabhyang (foot massage) is one of them referenced in Ayurvedic dincharya (daily routine) and it has been depicted as Chakshushya (eye sight promoter) implies it improves our vision. So thinking about it, Padabhyang (foot massage) with and without snehan (oleation) was chosen for the present clinical preliminary to discover its adequacy in Timira (refractive error), result were statistically significant in subjective parameters but no change was found in objective parameter. We know, this restricted investigation has not secured every one of the angles but rather clinical preliminaries show empowering results. More study is necessary on large sample to draw the final inferences.

Notes on "Perpetual Question" of Problem Solving: How Can Learners Best Be Taught Problem-Solving Skills?

  • Oleksiy, Yevdokimov;Peter, Taylor
    • Research in Mathematical Education
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    • v.12 no.3
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    • pp.179-191
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    • 2008
  • Although problem solving was a major focus of mathematics education research in many countries throughout the 1990s, not enough is known about how people best acquire problem-solving skills. This paper is an attempt to advance further development of problem-solving skills of talented school students through combination of some methods accessible from curriculum knowledge and more special techniques that are beyond curriculum. Analysis of various problems is provided in detail. Educational aspects of challenging problems in mathematical contests up to IMO level are, also, taken into account and discussed in the paper.

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The Relationhip between Stress and Coronary Artery Stenosis in Patients with Coronary Artery Diseases (관상동맥질환 환자들에서 스트레스와 관상동맥 협착 간의 관계)

  • Roh, Kyu-Sik;Koh, Kyung-Bong
    • Korean Journal of Psychosomatic Medicine
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    • v.6 no.2
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    • pp.126-135
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    • 1998
  • The object of this study was to investigate the relationship between stress and the extent of coronary artery stenosis in 101 patients with coronary artery diseases. Global assessment of recent stress(GARS) scale and perceived stress response inventory were used to measure perception for stressors and stress responses. Biological variables such as the extent of coronary artery stenosis, the number of the affected lesions on coronary angiography, serum Low Density Lipoprotein(LDL)-cholesterol, High Density Lipoprotein(HDL)-cholesterol, and total cholesterol were measured in all the subjects. Scores of perceived stress related to changes in relationship and overall global scores on GARS scale had significantly positive correlation with the extent of coronary artery stenosis. On the other hand, scores of percieved stress related to changes in relationship and changes or no changes in routine had significantly positive correlation with the number of the lesions. Scores of perceived stress related to change or no change in routine also positively correlated with serum level of LDL-cholesterol and total cholesterol. In contrast, general somatic symptoms negatively correlated with the extent of coronary artery stenosis. Impulsive-aggressive behavior negatively correlated with the number of the lesions. However, impulsive-aggressive thinking positively correlated with LDL-cholesterol. The above results suggest that perception for stressors may negatively affect the extent of coronary artery stenosis, the number of the lesions, serum LDL-cholesterol and total cholesterol. However, some stress responses showed inconsistent effect on the above biological variables. Thus, strategies designed to modify perception for stressors and some stress responses are likely to help the patients minimize the extent of coronary artery stenosis and prevent the diseases.

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A Study on Forming 'Body Schema' for Role Creating (역할 창조를 위한 '몸틀(body schema)' 형성 연구)

  • Song, Hyo-sook
    • Journal of Korean Theatre Studies Association
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    • no.52
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    • pp.319-357
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    • 2014
  • Formation of 'body schema' is the start for actor to create role and becomes the root and the foundation of existing as a role on the stage. For this, an actor needs to form 'scheme of role' with escaping from own 'body schema.' 'Schema of role' is formed by acquiring through synthesizing daily basic actions, namely, walking, standing, sitting, hand stretching, bending, and touching. The body schema, which was made with simple and usual actions, has fundamental significance in a sense of becoming the body in which the past traces in a role are habituated while energy as a role flows. As for the process of forming body schema, an actor first needs to obtain the visualized materials like photo, magazine, picture and image available for seeing a role specifically and clearly based on what analyzed a character. An actor needs to have three-dimensional image available for always recalling it in the head during acting. To do this, image data available for fundamentally capturing routine actions along with body structure are still more useful. Next, the body schema is formed by interaction with environment. Thus, there is a need of passing through the two-time process of forming body schema. Firstly, the body schema is made on routine actions in a role as physical condition of a role in actor's own everyday life. Secondly, the body schema is made on routine actions available for moving efficiently and economically in line with the environment of performance. A theatrical stage is the temporal space of rhythm and rule different from routine space. What forms body schema immediately in the second phase without body schema in the first phase ultimately becomes what exists as actor's own body, not the body of a role. The body schema, which was formed as the second process, is what truly has identity as a role in the ontological aspect, comes to experience the oppositional force in muscle, a qualitative change in energy, and emotional agitation in the physical aspect, and experiences perception, thinking, volition, and even consciousness with the entire body in the cognitive dimension. Thus, the formation of body schema can be known to be just a method of changing even spiritual and emotional layer. Body schema cannot be made if there is no process of embodiment and habit. Embodiment and habit are not simply the repeated, empty and mechanical action in the body. But, habit itself has very important meanings for forming body schema for role creating. First, habit allows the body itself to learn and understand a meaning. Second, habit relies upon environment, thereby allowing an actor of making the habituated body schema to recognize environment. Third, habit makes the mind. The habituated body schema is just the mind and the ego of a person who possesses the body schema. Fourth, habit comes to experience the expansion in energy and the expansion in existence. It may be experienced through interrelation among actor's body, tool, and environment. Fifth, habit makes identity of the body. Hence, this just becomes what secures identity of a role. These implications of habit are the formation of body schema, which is maintained with the body of being remembered firmly through being closely connected with the process of neural adaptation. Finally, it sought for possibility of practice as one method of forming body schema for role creating through Deleuze's '-becoming' theory. As 'actual animal-becoming' is real '-becoming' of forming structural transformation in the physical dimension, it meets with what the formation of body schema pursues actuality and reality. This was explained with a concept as saying of 'all '-becoming' molecular' by Deleuze/Guattari. 'Animal of having imitated animal's characteristic- becoming' is formed by which the body schema relies upon environment. In this way, relationship among the body, tool and environment has influence even upon a change in consciousness, thinking, and emotion, thereby being able to be useful for forming body schema in a sense of possibly experiencing ultimately expansion in role, namely, expansion in existence.

Development of an Assessment Formula for Scientific Creativity and Its Application (과학창의성 평가 공식의 개발과 적용)

  • Lim, Chae-Seong
    • Journal of Korean Elementary Science Education
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    • v.33 no.2
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    • pp.242-257
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    • 2014
  • Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers' perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined 'student's scientific creativity' as the ability to make a product both original and useful to the student in terms of little-c creativity, and 'scientist's scientific creativity' as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an 'Assessment Formula for Scientific Creativity' was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.

Feasibility of Computed Tomography Colonography as a Diagnostic Procedure in Colon Cancer Screening in India

  • Manjunath, Kanabagatte Nanjundappa;Gopalakrishna, Prabhu Karkala;Siddalingaswamy, Puttappa Chandrappa
    • Asian Pacific Journal of Cancer Prevention
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    • v.15 no.13
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    • pp.5111-5116
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    • 2014
  • Computed Tomography Colonography (CTC) is a medical imaging technology used in identifying polyps and colon cancer masses in the large intestine. The technique has evolved a great deal since its invention and has become a routine diagnostic procedure in Western countries due to its non invasiveness and ease of use. The objective of our study was to explore the possibility of CTC application in Indian hospitals. This paper gives an overview of the procedure and its commercial viability. The explanation begins with the domain aspects from gastroenterologist perspective, the new way of thinking in polyp classification, the technical components of CTC procedure, and how engineering solutions have helped clinicians in solving the complexities involved in colon diagnosis. The colon cancer statistics in India and the results of single institution study we carried out with retrospective data is explained. By considering the increasing number of patients developing colon malignancies, the practicality of CTC in Indian hospitals is discussed. This paper does not reveal any technical aspects (algorithms) of engineering solutions implemented in CTC.

A Study on the Historical Tendency and Concrete Development of scholastic Consumer Education in Japan (일본 학교소비자교육의 사적동향과 그 구체적인 활용사례)

  • 권정원;이기춘
    • Journal of the Korean Home Economics Association
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    • v.40 no.12
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    • pp.13-29
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    • 2002
  • The scholastic consumer education program in Japan was adopted after world war Ⅱ. And so far, based on home economics class at school, the program has undergone seven times modification with “A course of study(learning coaching guide). Now the main objective with the consumer education program, initiated from ‘purchasing skill’ and ‘information offer’, has been shifted to the direction of stressing the ‘reasonable decision making’ and ‘invocation of consumer recognition’. The concrete operation of the scholastic consumer education program in Japan was managed and operated to the direction of urging the student to think independently and self-motivated and provoking the power of thinking, while utilizing daily works closely to routine life as educational materials and subjects. The investigations on Japanese scholastic consumer education program which have been developing and accumulating concrete instances and know-how's of scholastic consumer education program are considered to be still suggestive, and we may conclude it's necessary for both of Korea and Japan to interchange necessary experiences and ideas on this field with each other.

Effects on Extension of Mathematical Communication Ability by Applying of Computational-Strategy Games (계산 전략 게임 적용이 수학적 의사소통 능력 신장에 미치는 영향)

  • 박병서
    • Education of Primary School Mathematics
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    • v.3 no.2
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    • pp.133-142
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    • 1999
  • When the game is used in mathematics loaming, students take pleasure of game in themselves and communicate through interaction with other students naturally. It is important because the game is activity for intellectual growth and social development. Also students have had affirmative attitude about mathematics by Emu. The communication in mathematics loaming helps that linking informal and intuitive thinking of students with abstract and basic mathematical language and that it also helps changing from the dependent situation to teacher to the self-directive teaming of students. The purpose of this thesis is to effect on extension of mathematical communication ability to the second grade of elementary school students by applying of computational-strategy games. It has conclusion as follows. Application of computational-strategy games had effected on extension of mathematical communication ability importantly. When students have mathematical communication through computational-strategy games, at the beginning, the words which students used was long, incorrect, and unnecessary words. But at the later, students became to use clear, correct concise words as they connect their routine language with mathematical symbol. Therefore we can make sure that mathematical communication ability of the second grade students' is extended by applying of computational-strategy games.

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Phenomena of Nonlinear Dynamics in Space Design (공간조형에 표현된 비선형 동력학 현상)

  • 임은영
    • Archives of design research
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    • v.15 no.4
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    • pp.379-390
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    • 2002
  • Science Revolution, which stands for new paradigm in an era as a transfer, usually is accompanied with a change in intellectual sphere. Futhermore, as there is an indissoluble connection between science and an, so the correlation of two realm lead to mutual prosperity in coexistence. Recently, concerns for the phenomena of non-linear dynamics in science and its quick adaptation in art made .it possible. What is important agenda for science and art is to suggest the process of creative evolution and its method, I believe. In order to attain these, different and contra way of thinking, spirit of research and venture for unpredictable things out of daily routine should be indispensible. In this study, I am offering and reviewing the space design based upon phenomena of nonlinear dynamics, drawn from concept of chaos in physics and mathematics. This study places a great emphasis on nonlinearity which should be understood as a whole, not partially, that enable a designer to find new cosmos and principles of creation. In addition to these, I wish that a designer would stop trying partial apply in nonlinear space. In fine, I hope this study enables a designer to adapt and generate nonlinearity as creative attribute in space by understanding of phenomena of nonlinear dynamics and its process as a whole.

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A Study on Development and Utilization of the Mathematical Teaching Materials for the Whole Man Education -For the 3rd Graders in High School after the Scholastic Ability Test- (전인 교육을 위한 수학 학습 자료 개발.활용에 관한 연구 -대학수학능력시험 이후 고등학교 3학년을 대상으로-)

  • 이종연
    • School Mathematics
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    • v.3 no.2
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    • pp.249-265
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    • 2001
  • In this information-oriented society of the 21st century, our education should combine the knowledge from the past and present in order to have students be ready to solve “the problems in the future”. But nowadays, our social situation makes much importance of the “cramming” education just for the College Scholastic Ability Test rather than the “whole man” education for making creative citizens of the future society. So does mathematics education. In a high school, mathematics education should be toward these aims: recognizing the value of math, applying mathematical principles to actual lives, promoting students' thinking ability. Also, it should focus on teaching higher level of mathematical knowledge which includes more logical and abstract idea so that students can prepare for the global society of the future. This study is about development and utilization of the teaching materials for mathematics class which usually deviates from the routine right after the Scholastic Ability Test finished. These materials are the result of a complete survey of the 3rd graders and their teachers and designed to use for 30 periods of class from after-the-test-finished to graduation. The materials consist of a history of mathematics, puzzles, magic number squares, and so on. Remarkably different from the current textbooks which deal with sets, equations, functions, these materials proved to be useful for their variety and attraction. Consequently, the materials are considered to keep the 3rd graders from forgetting mathematics even after the Scholastic Ability Test, and to help them recognize that mathematics is a kind of basic and cultural study and a tool of daily lives.

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