University researchers study effects of yoga, mindfulness, and other alternative therapies

University Medical Center, Center for Contemplative Studies collaborate on research regarding alternative therapies

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Alternative therapies are treatments that are either used instead of or in conjunction with medical treatments, such as acupuncture, yoga and meditation. 
Courtesy Joelle Pearson

At the University, various departments are investigating the use of alternative therapies. Alternative therapies are treatments that are either used instead of or in conjunction with medical treatments, such as acupuncture, yoga and meditation.

Dr. Ina Stephens, an associate professor of pediatrics and medical education and a registered yoga instructor, is in the midst of conducting research that investigates the effects of prenatal yoga therapy on high-risk pregnant mothers, which has never been done in the United States.

In fact, there have only been about three studies done in this field and all of them were done in India. The studies conducted in India showed that prenatal yoga was beneficial in helping with postpartum depression, stress, gestational hypertension and gestational diabetes.

Read Entire Article:  http://www.cavalierdaily.com/article/2018/05/university-researchers-study-effects-of-yoga-mindfulness

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A fascinating article which explains the author’s view about why classes in the humanities are helpful for students of the sciences.

science and humanities

Monday was the first day of Dartmouth’s Spring term. So, as I often do at this time, I started teaching my course for non-science majors called “Understanding the Universe: From Atoms to the Big Bang.”

This is what students like to call a “physics for poets” class — a class that explores the history of how humanity has confronted some of the deepest questions we can ask about the material world and our place in it, without the math. It is a class that tries to capture the true spirit of the liberal-arts education, mixing the sciences, the humanities, and the social sciences as different and complementary ways of knowing the world and why we matter. In fancier words, as an intellectual history of physics and astronomy, the class requires that scientific thinking be contextualized culturally, so that students can situate the ways in which some of the most revolutionary ideas in the past 2,000 years emerged when they did.

Read Entire Article:   https://www.npr.org/sections/13.7/2018/03/28/597496820/teaching-and-learning-at-the-boundaries-of-two-cultures