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weightlossbrooklyn-blog · 4 years ago

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Carbs, Protein, Fats

For a quick overview on nutrition:

A Lesson in Nutrition by John McDougall, MD

Dr. McDougall and his colleagues are probably more qualified than most people who tell us what to eat, as the information he points out (that humans are starchivores) so consistently and thoroughly resolves people’s weight problems and health problems such as diabetes and heart disease. Other, more popular strategies may address certain symptoms, but the whole food plant based approach is the only strategy that has allowed anyone to completely overcome such problems in the long run.

Contents:

Introduction

I. Carbs

II. Protein

III. Fats

Here is another great article by Dr. McDougall to present what the science tries to teach us, which debunks our most commonly believed myths about carbs, protein, and fats:

High Protein Diets: Trading Health for Temporary Weight Loss

https://www.drmcdougall.com/health/education/health-science/featured-articles/articles/high-protein-diets/

Advocates of high-protein diets explain the reason people are fat is not because of the fat they eat, but because of hyperinsulinism and insulin resistance. Insulin, the major regulator of fuel storage and release, is synthesized by the pancreas and secreted into the blood stream after we eat. Insulin stimulates the synthesis of fat, proteins, and glycogen (the storage form for sugars). It encourages fat cells to store fat and prevents the release of fat from these cells. Therefore, high levels of insulin, known as hyperinsulinism, would be expected to promote obesity. Eating simple sugars (including too much fruit), flours, and drinking alcohol stimulate insulin production and release. Eating all kinds of fat raises insulin levels (Diabetes Care 16:1459, 1993; Am J Clin Nutr 73:878, 2001). Exercise, eating whole grains, and small frequent meals (grazing), as opposed to gorging, lower insulin levels. Eating less food and a high-protein, low-carbohydrate diet can also lower insulin levels (Int J Obes Relat Metab Disord20:1067, 1996).

One of the greatest distortions of the truth promoted by high-protein diet advocates is that protein causes little or no increase in production of insulin. However, research shows just the opposite. When fed in equal amounts (calories), beef raises insulin more than whole grain pasta, cheese more than white pasta, and fish more than porridge (Am J Clin Nutr 66:1264, 1997). Maybe as important is the fact that carbohydrates are very satisfying for our hunger drive. Potatoes produce twice the level of appetite satisfaction as beef or cheese (Eur J Clin Nutr 49:675, 1995).

Insulin resistance is one of the reasons for hyperinsulinism. This condition is strongly associated with obesity; and in general the fatter you become the more insulin resistance you will demonstrate, for one important reason. Insulin resistance is an adaptation that keeps fat people from becoming even fatter — reducing the effectiveness of the insulin molecules causes less efficient fat storage. The underlying cause is the high-fat, high-sugar American diet, lack of physical exercise, and resulting obesity (Cent Eur J Public Health 7:122, 1999). However, recent research suggests that it is really the diet that causes insulin resistance and hyperinsulinemia rather than the resulting obesity being the cause (J Appl Physiol 84:1311, 1998).

Is it the Fat or the Carbohydrates?

The resurgence of high-protein diets is based primarily on the misconception that carbohydrates alone induce weight gain. Actually the fat in the American diet is the biggest culprit. Fat is already in the chemical form for storage and is almost effortlessly moved from the fork and spoon to the body’s fat cells (costing only 3% of the calories of the fat). In fact, this transfer is performed so easily that the chemical structure of the dietary fat remains largely unchanged as it is stored; so that chemically analyzed body fat reflects a person’s diet. If one eats large amounts of cold-water fish then the body fat is filled with omega-3 fats, and margarines and shortenings result in the storage of trans fats. To convert carbohydrate into fat is expensive, costing 30% of the calories, and therefore this conversion is relatively limited on the Western diet (Ann N Y Acad Sci 819:44, 1997).

Carbohydrates in their simple and refined forms do raise insulin levels and as a result when combined with fat, as they are on the Western diet, they promote obesity. One definite improvement in the diet made by advocates of the low-carbohydrate regimes is their consistent recommendation to avoid sugar, white flour, milk, ice cream, cakes, pies, soft drinks, and low-fat diet products which contain large amounts of highly-refined carbohydrates. Also to their credit they all do recommend a high intake of healthful green and yellow vegetables, like asparagus, cauliflower, and onions. But they fail the dieter by restricting healthful complex carbohydrates, like rice, corn, beans and potatoes, and by recommending butter, eggs, meats and other very high-fat, high-cholesterol, and/or high-protein foods.

Osteoporosis and kidney stones are caused primarily by a diet rich in animal foods. Such a diet provides an abundance of acid that must be neutralized in order for the body to function properly and health to be maintained. The body’s primary buffering system is its bones. The bones dissolve as the first step to osteoporosis. The second step involves changes in the kidneys’ physiology caused by animal foods that results in the loss of this bone material into the urinary system. During its passage through the ureters some of the calcium solidifies into calcium kidney stones and the rest is lost from the body, leaving the bones porous (J Nutr 128:1051, 1998; J Pedriatr 117.743, 1990).

The Natural Way to Permanent Weight Loss

There is a simpler, more healthful answer to obesity: eat the foods that thin people around the world eat; for example, the healthy people of Asia who thrive on high-carbohydrate, rice-based diets. The Japanese eat a diet abundant in rice and vegetables with only small amounts of animal protein and have a very low incidence of heart disease, breast, colon and prostate cancer and the world’s greatest longevity. Many Seventh-Day Adventists are strict vegetarians, who consume mainly grains, legumes, fruits, and vegetables, and as a result have a lower incidence of heart disease and colon cancer compared to the general population (Am J Clin Nutr 48:833, 1988; Cancer Res 35:3513, 1975). A recent (2001) study of Seventh Day Adventists found they lived longer and healthier. The vegetarian men and women had some of the best results with an expected age of death at 83.3 and 85.7 years, respectively. That is 9.5 and 6.1 years longer than the average Californian lives (Arch Intern Med 161:1645, 2001).

A diet based on complex carbohydrates with the addition of fruits and vegetables will cause effortless, permanent, healthful weight loss without restricting food or causing hunger. You eat delicious dishes such as minestrone soup, chili, and bean burritos. And you won’t ever have to make yourself sick again with fried cheese cubes wrapped in bacon.

The resources listed below should be more than adequate to reveal that most of what we consider common knowledge about nutrition is actually false, and we can do much better if we just listen to what our common sense is trying to tell us.

I would have been reluctant to believe any of this if it only came from one source, so I had to compile a lot of different sources that are all saying the same thing. And they are the only ones whose information actually gets rid of so many of people’s worst health problems, so I have no choice but to be convinced by what works.

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Read more of this article here: https://starchmeup.tumblr.com/carbsproteinfats

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darbiblog-blog · 7 years ago

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Stress Education And Reservation

New Post has been published on https://darbi.org/stress-education-and-reservation/

Stress Education And Reservation

forbes education rankings

education best high schools

top private high schools in us

news universities

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings, and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co-curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us the review; the present perspective, policy, and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of the blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words, affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self-esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in the intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies the ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basketball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipment.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans, and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and donation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, an affective domain would include feeling, motivation, and response in an emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Let us now see, how in spite of these goals; how it has come to be conceived as a process of achieving political, economic, scientific and technological supremacy and thus deteriorated to the present stage; where all the three domains are defective; apart from lacking in the spiritual and productive domains. In short; let us see how it has become a major stressor.

definition of stress

4 major types of stress

how stress affects the body

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that: a] Careers were not selected on the basis of monetary gains, b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims, c] Some lucrative careers could not be sought after; in preference to the others, d] All careers ensured income and production from the early age, e] All careers ensured that the society was benefited, f] All careers ensured security to all the social groups, g] All the careers ensured intimacy and closeness between young and old in the families. h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

The traditional education system has attained the present status of being a major stressor as a result of several stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose of the demerits.

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc. the transition became viciously poisonous.

Cognition suffered because of: a] a huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions, b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain c] Increase in alienation with respect to student’s background and aptitude d] Lack of adequate incentive to the students in the form of creativity, production, and learning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain e] Lack of conviction essential to the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy-making, development of curricula, syllabi etc. f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in the cognitive domain i] Information explosion affecting cognitive domain by either causing the enormous and unnecessary burden on memory or inferiority complex j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age, k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in the cognitive domain l] Irrelevant and unnecessary information loading in lectures in the form of a monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to, A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad] B] Lack of warm bonds due to huge number, C] Cutthroat individualistic and petty competition, D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc E] Alienation from one’s social environment and culture

Psychomotor domain suffered due to A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.

It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of a universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquering lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, treachery and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain viz. the productive domain that empowers the people concerned with education. This prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, from being creative and productive. In addition, it causes colossal loss of space, electricity, construction cost and so on. In addition, because of the typical emphasis on rote learning, it leads to phenomenal waste of “educational material” such as paper, bags, pencils, ball pens etc.

It has to be appreciated that billions of rupees are spent on unproductive or rather counterproductive exercise of construction, decoration, and maintenance of schools and colleges, electricity, and so-called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the “capacity and merit of rote learning”. This way we weaken the national economy, jeopardize the developmental activities.

It also causes economic loss to everyone involved in education; while suppressing and starving their all three domains nurtured in productive activity. This is a single most important cause of 1] Reduction in the dignity of labor amongst those who continue to learn, as well as reduction in the income of the concerned families and the nation 2] Lack of education, lack of employment and starvation or criminalization amongst those who are forced to drop out because the poor villagers’ children normally contribute to the earning of the family. 3] Inhuman suffering of those millions of students dropouts, who somehow manage to get into the hell of cheap child labor for subsistence; due to economic reasons.

In short, present day education system harnesses arrogance and diffidence; amongst those who continue to learn. But their spiritual, cognitive, psychomotor, affective and productive domains are defective. Their spiritual blossoming, self-empowerment, creative wisdom, intellectual competence, productive skills, self-sufficiency and even physical health are deficient. Thus we have an increasing number of unproductive criminals and mental wrecks or highly competitive efficient maniacs pursuing petty goals at the cost of others!

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to a cancerous spread of industries with the uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to disposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand, and pretends to act against it (in a counterproductive way) on the other!

Mainstream Education System and the courses and careers in it; revolve around and serve the grossly petty and superficial considerations, motivations and interests and this state of affairs; is strongly protected and strengthened by the elements with similar interests! Hence the present laws, rules, and regulations also promote present education and its ill effects.

Some institutions and individuals, for whom we have great respect, are involved in the holistic approach to education (mainstream, formal, informal, curricular, co-curricular, extracurricular as well as education of physically and mentally challenged children). But these efforts are too feeble to make a difference to our life.

While piecemeal approaches are failing; there is no adequate awareness and promotion of holistic education, which leaves the vicious cycle of stress distorting education and distorted education creating, aggravating and spreading the stress; to continue unabashedly and unabated.

Hence; the ill effects of stress on present education and vice versa; can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system (in democratic set up); unless we evolve a consensus about the changes in the majority of people; whose cooperation is very vital.

In short; the policy of holistic education; demands that every school, college, university etc must become the center of production and service, self-sufficient and must aid in self-sufficiency and blossoming of everyone involved in education and also of the nation.

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

In practice; every day; approximately 20 % of the time must be spent in production, service etc. 20 % of the time must be spent in physical activities 20 % of the time must be spent in personality (conceptual and spiritual) development and 20 % of the time must be spent in entertainment 20 % of the time must be spent on cognitive domain

20 % of the time must be spent in production, service etc.

1. The productive domain should be an essential ingredient of education System, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such plantation of medicinal herbs, rearing of cows, home flower gardening, production of chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their sale according to the situations. Working physically in different ways and learning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self-esteem. It is an opportunity to become self-sufficient.

2. This leads to self-sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain, the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

4. Due to the productive domain, the dropping out due to lack of earning (as is common in the case of millions of students in many parts of the world) and then turning into helpless, vulnerable and cheap child labor would come down. 5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on the productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to “copy” and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

The caste based or any other kind of reservation for education, jobs, and promotions; responsible for social divide and strife; in many parts of the world; (especially India) can be rendered redundant and thus; peacefully and advantageously done away with, by consensus!

Most importantly; we have to introduce and incorporate examinations, which examine the actual skill, capacity or performance of the student, rather than his/her ability to repeat or reproducing things and/or copying.

20 % of the time must be spent in physical activities

Physical activities can include pranayama, sports, exercise, trekking, hiking, a variety of physical fitness training programs and methods to avoid monotony and improve efficacy. A variety of sports prevalent in every other part of the world can make the programs more interesting, entertaining thereby promoting global unity.

20 % of the time must be spent in personality (conceptual and spiritual) development and

Personality development includes affective domain, spiritual domain and embodies broadening of perspective through various means such as; NAMASMARAN, by hearing and chanting prayers, poems and songs from different languages and countries thereby promoting global unity, invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc.

20 % of the time must be spent in entertainment

Entertainment that enriches the soul; not only should include playing musical instruments, dance, painting, mimicry, singing, story telling, drama, movie etc. but everything that nurtures the affective domain and spiritual domain as well.

20 % of the time must be spent on cognitive domain

Development of cognitive domain can include the teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical irrelevant questions in the examination of history, languages, mathematics; should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.

We must encourage a maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision-making, troubleshooting, and problem-solving capacities are developed optimally.

Let us realize the fact that the vicious cycle of stress distorting education and distorted education causing and multiplying stress e.g. in the form of RESERVATION POLICY and its ILL EFFECTS; in individual and social life; can NOT be managed effectively unless and until; a situation where millions are “imprisoned” in unproductive work and millions are forced into unemployment and inhuman cheap child labor; is eradicated through holistic education policy and its implementation; at international, national and local levels; through the laws, government rules and public awareness, consensus and participation.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare 2. Readiness to accept and introduce physiological insights and principles in the holistic education 3. Readiness and openness to have dialogue with experts in other fields 4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and maybe, inspire others! 5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome. 7. The opportunities for psychomotor activities and productive activities; without impositions.8. Every kind of open-mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

united airlines reservations

where are the Indian reservations today

list of Indian reservations by state

0 notes

beingmad2017-blog · 8 years ago

Text

Stress Social Education And Reservation

New Post has been published on https://beingmad.org/stress-education-and-reservation/

Stress Social Education And Reservation

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings, and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co-curricular, extracurricular and informal) is a major definition of stress that though aids in petty pursuits; opposes our blossoming and further perpetuates definition of stress and ill effects in the individual and social security life. Let us the review; the present perspective, policy, and practice of education; as seen around.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words, affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self-esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in the intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and social security beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies an ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basketball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipment.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and donation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, an affective domain would include feeling, motivation, and response in the emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that: a] Careers were not selected on the basis of monetary gains, b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims, c] Some lucrative careers could not be sought after; in preference to the others, d] All careers ensured income and production from the early age, e] All careers ensured that the society was benefited, f] All careers ensured security to all the social security groups, g] All the careers ensured intimacy and closeness between young and old in the families. h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

The traditional education system has attained the present status of being a major definition of stress as a result of several definition of stress factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major definition of stress tearing apart the cohesive social security fabric of India by failing to preserve and nurture the merits and discard and dispose of the demerits.

Cognition suffered because of: a] a huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions, b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain c] Increase in alienation with respect to student’s background and aptitude d] Lack of adequate incentive to the students in the form of creativity, production and learning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain e] Lack of conviction essential to the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy-making, development of curricula, syllabi etc. f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in the cognitive domain i] Information explosion affecting cognitive domain by either causing the enormous and unnecessary burden on memory or inferiority complex j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age, k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in the cognitive domain l] Irrelevant and unnecessary information loading in lectures in the form of the monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to a cancerous spread of industries with an uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to disposable waste and pollution. This sickening and definition of stress atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand, and pretends to act against it (in a counterproductive way) on the other!

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically social security.

20 % of the time must be spent in production, service etc.

2. This leads to self-sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain, the hypokinetic stress, emotional stress of being the dependent and intellectual definition of stress of excessive memorizing is averted.

4. Due to a productive domain, the dropping out due to lack of earning (as is common in the case of millions of students in many parts of the world) and then turning into helpless, vulnerable and cheap child labor would come down. 5. Being empowered, the students would not go through the definition of stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on a productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to “copy” and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

20 % of the time must be spent in physical activities

20 % of the time must be spent in personality (conceptual and spiritual) development and

20 % of the time must be spent in entertainment

20 % of the time must be spent on cognitive domain

We must encourage a maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision making, troubleshooting and problem-solving capacities are developed optimally.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare 2. Readiness to accept and introduce physiological insights and principles in the holistic education 3. Readiness and openness to have dialogue with experts in other fields 4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and maybe, inspire others! 5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome. 7. The opportunities for psychomotor activities and productive activities; without impositions. 8. Every kind of open-mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

0 notes

myupdatesystems-blog · 8 years ago

Text

Stress Education And Reservation

New Post has been published on https://myupdatesystems.com/2017/04/09/stress-education-and-reservation/

Stress Education And Reservation

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review; the present perspective, policy and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that: a] Careers were not selected on the basis of monetary gains, b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims, c] Some lucrative careers could not be sought after; in preference to the others, d] All careers ensured income and production from early age, e] All careers ensured that the society was benefited, f] All careers ensured security to all the social groups, g] All the careers ensured intimacy and closeness between young and old in the families. h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

Cognition suffered because of: a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions, b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain c] Increase in alienation with respect to student’s background and aptitude d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc. f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain

g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age, k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to, A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad] B] Lack of warm bonds due to huge number, C] Cut throat individualistic and petty competition, D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc E] Alienation from one’s social environment and culture

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of the most universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquer lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, treachery and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain viz. the productive domain that empowers the people concerned with education. This prevents a huge section of society such as teachers, students, clerks, servants, sweepers and many others such as education inspectors, from being creative and productive. In addition it causes colossal loss of space, electricity, construction cost and so on. In addition because of the typical emphasis on rote learning it leads to phenomenal waste of “educational material” such as paper, bags, pencils, ball pens etc.

It has to be appreciated that billions of rupees are spent on unproductive or rather counterproductive exercise of construction, decoration and maintenance of schools and colleges, electricity, and so called educational material, payment of millions of teachers and other staff members engaged, and exams conducted to test the “capacity and merit of rote learning”. This way we weaken the national economy, jeopardize the developmental activities.

In short, present day education system harnesses arrogance and diffidence; amongst those who continue to learn. But their spiritual, cognitive, psychomotor, affective and productive domains are defective. Their spiritual blossoming, self empowerment, creative wisdom, intellectual competence, productive skills, self sufficiency and even physical health are deficient. Thus we have increasing number of unproductive criminals and mental wrecks or highly competitive efficient maniacs pursuing petty goals at the cost of others!

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The piecemeal approach or facilitation of petty pursuits (under the guise of development and progress) is not only useless but are in fact counterproductive! It leads to cancerous spread of industries with uncontrolled production of unnecessary utilities and their maddening marketing. These industries consume energy, fuel and add to undisposable waste and pollution. This sickening and stressful atmosphere nurtured by the present education; promotes the growth of terrorism on the one hand; and pretends to act against it (in a counterproductive way) on the other!

Mainstream Education System and the courses and careers in it; revolve around and serve the grossly petty and superficial considerations, motivations and interests and this state of affairs; is strongly protected and strengthened by the elements with similar interests! Hence the present laws, rules and regulations also promote present education and its ill effects.

Some institutions and individuals, for whom we have great respect, are involved in the holistic approach to education (mainstream, formal, informal, curricular, co curricular, extracurricular as well as education of physically and mentally challenged children). But these efforts are too feeble to make a difference to our life.

Hence; the ill effects of stress on present education and vice versa; can be eradicated if we understand and propagate the defects in present education and promote holistic education as an international solution. It has to be appreciated that no statesman, no political leader, no policy maker and no administrator can bring about change in an existing system (in democratic set up); unless, we evolve a consensus about the changes in the majority of people; whose cooperation is very vital.

In short; the policy of holistic education; demands that every school, college, university etc must become the center of production and service, self sufficient and must aid in self sufficiency and blossoming of everyone involved in education and also of the nation.

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

In practice; everyday; approximately 20 % of the time must be spent in production, service etc. 20 % of the time must be spent in physical activities 20 % of the time must be spent in personality (conceptual and spiritual) development and 20 % of the time must be spent in entertainment 20 % of the time must be spent on cognitive domain

20 % of the time must be spent in production, service etc.

1. The productive domain should be an essential ingredient of education System, but no particular job should be enforced. The teachers and others should participate in the productive domain. Production and service can involve community projects such plantation of medicinal herbs, rearing of cows, home flower gardening, production of chalk sticks, carpentry, pottery, cleanliness, crafts, skills, arts and their sale according to the situations.. Working physically in different ways and earning is not a burden. It is an opportunity to grow from within. It is an opportunity to develop our self esteem. It is an opportunity to become self sufficient.

2. This leads to self sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

4. Due to productive domain, the dropping out due to lack of earning (as is common in case of millions of students in many parts of world) and then turning into helpless, vulnerable and cheap child labor would come down. 5. Being empowered, the students would not go through the stress of unemployment and turn into helpless, frustrated mental wrecks or criminals.

6. The emphasis on productive domain (and hence psychomotor and practical aspects) would bring down the necessity and also the capability and possibility to “copy” and associated crimes and corruption in procedures of examinations, certification, providing grants and so on!

The caste based or any other kind of reservation for education, jobs and promotions; responsible for social divide and strife; in many parts of the world; (especially India) can be rendered redundant and thus; peacefully and advantageously done away with, by consensus!

Most importantly; we have to introduce and incorporate examinations, which examine the actual skill, capacity or performance of the student, rather than his/her ability of repeating or reproducing things and/or copying.

20 % of the time must be spent in physical activities

Physical activities can include pranayama, sports, exercise, trekking, hiking, a variety of physical fitness training programs and methods to avoid monotony and improve efficacy. A variety of sports prevalent in every other parts of the world can make the programs more interesting, entertaining thereby promoting global unity.

20 % of the time must be spent in personality (conceptual and spiritual) development and

Personality development includes affective domain, spiritual domain and embodies broadening of perspective through various means such as; NAMASMARAN, by hearting and chanting prayers, poems and songs from different languages and countries thereby promoting global unity, invited guest lectures, seminars, discussions on holistic health, educational tours and visits to places where the student gets exposed to rapid developments in the society such as laboratories, airports, government offices, share market, farms etc.

20 % of the time must be spent in entertainment

20 % of the time must be spent on cognitive domain

Development of cognitive domain can include teaching of languages, history, geography, mathematics etc with utmost emphasis on interpretation and relevance in day to day life. Thus typical irrelevant questions in the examination of history, languages, mathematics; should be totally done away with. The subject such as economics, psychology, civics, philosophy, logic, sociology etc must include field work and made relevant to the present society.

We must encourage maximum and daily person to person interaction and dialogue amongst the teachers and students; so that analytical, synthetic, contemplative, decision making, trouble shooting and problem solving capacities are developed optimally.

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare 2. Readiness to accept and introduce physiological insights and principles in the holistic education 3. Readiness and openness to have dialogue with experts in other fields 4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and may be, inspire others! 5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome. 7. The opportunities for psychomotor activities and productive activities; without impositions. 8. Every kind of open mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

The physical, instinctual, emotional, intellectual, spiritual and economic empowerment and blossoming; of all those involved in holistic education is integral to Total Stress Management (the core of which is NAMASMARAN); i.e. individual and global blossoming; culminating into global unity, harmony and justice.

Can NAMASMARAN be useful in this? To find out that; we must find out what is NAMASMARAN!

Namasmaran usually embodies; remembering the name of God, Guru, great souls; such as prophets and whatever is considered as holy e.g. planets and stars. It is remembered silently, loudly, along with music, dance, along with breathing, in group or alone. Further, NAMASMARAN is either counted by some means such as fingers, rosary (called SMARANI or JAPAMALA), or electronic counter; or practiced without counting. The traditions vary from region to region and from religion to religion.

However the universal principle underlying NAMASMARAN is to reorient our physiological and social being; with our true self and establish and strengthen the bond between; our physiological and social being; with our true self; and finally reunification or merger with our true self!

Since individual consciousness is the culmination of every activity in life; and NAMASMARAN the pinnacle of or culmination of individual consciousness; NAMASMARAN is actually opening the final common pathway to objective or cosmic consciousness; so that individual consciousness in every possible activity gets funneled into or unified with Him!

Thus NAMASMARAN is in fact the YOGA of YOGA in the sense that it is the culmination of consciousness associated with every possible procedure and technique in the yoga that we are familiar with. It is the YOGA of YOGA because it is the culmination of consciousness associated with all the activities in the universe, which it encompasses as well! It is YOGA of YOGA because everybody in the world irrespective of his/her tradition and the beliefs; would eventually, ultimately and naturally reach it; in the process of liberation. Even so called non believers also would not “miss” the “benefit of NAMASMARAN as they may remember true self through one symbol or another”!

Just as NAMASMARAN is YOGA of YOGA it is meditation of meditation also! This is because the natural and ultimate climax of every form of meditation; is remembering true self or merging with cosmic consciousness effortlessly!

These facts however have to be realized with persistent practice of NAMSMARAN and not blindly believed or blindly disbelieved with casual approach!

In short NAMSMARAN is super-bounty of cosmic consciousness for every individual to realize it (cosmic consciousness)! This is truly a super-bounty because a person, who experiences it, rises above mercenary, commercial and even professional and charity planes and manifest super- transactions in his or her life!

These are just few observations to give rough idea about what is NAMASMARAN. NAMASMARAN is an ocean of bliss. Its true meaning is beyond description in words and has to b experienced, not by one or few person sporadically; but most preferably, by billions!

The last point is; NAMASMARAN would certainly enlighten, empower and enable some people; out of those billions practicing NAMASMARAN; to evolve, guide and consolidate the global conscience and thereby manifest global unity and harmony and justice, through globally benevolent proper policies!

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netmaddy-blog · 8 years ago

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Stress Education And Reservation

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Stress Education And Reservation

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and donation [Response].

For this; a brief consideration of the traditional education system in India would prove useful.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

For those who are unable to continue the education; the abyss of being child labor, stealing, delinquency, criminals, perverts, beggars is wide open!

The students, teachers and others associated with education; must blossom as independent and empowered individuals; spiritually, intellectually, mentally, instinctually, physically and economically.

20 % of the time must be spent in production, service etc.

2. This leads to self-sufficiency in schools. They do not have to depend on heavy fees or federal grants or donations and this way they become accessible to all; rendering the reservations redundant!

3. Through productive domain, the hypokinetic stress, emotional stress of being dependent and intellectual stress of excessive memorizing is averted.

20 % of the time must be spent in physical activities

20 % of the time must be spent in personality (conceptual and spiritual) development and

20 % of the time must be spent in entertainment

20 % of the time must be spent on cognitive domain

The details of practical steps can be developed by interactions amongst the people active in the field of education all over the world. But we all need;

1, Perspective and conviction of Global Unity and global welfare 2. Readiness to accept and introduce physiological insights and principles in the holistic education 3. Readiness and openness to have dialogue with experts in other fields 4. Participation from the society and governments and the media including internet websites, so that holistic education activists all over the world can have a meaningful dialogue and share views, work and experiences and maybe, inspire others! 5. Administrative proficiency and due care and concern for the physical capacities of the children (normal as well as the physically and mentally challenged) and should not be painful and troublesome. 7. The opportunities for psychomotor activities and productive activities; without impositions. 8. Every kind of open-mindedness and tolerance amongst teachers and students; so that better international relations can be realized.

0 notes