bluuebunny/crossref_metadata_2025_split huggingface dataset:
Prevention of suicidal attempts in present era through ayurveda and yoga.
Authors: Patil Rajendra Vinayak , Kathane Vikas , Pathrikar Vijay 
Published: April 2021

ABSTRACT
The phenomena of suicide and suicidal behavior are public health concerns globally, across developed and developing countries. Every year, more than one million people die by suicide and there are many more people who attempt suicide globally. It is a public health issue that affects communities, provinces and entire countries. Any type of suicidal attempt dramatically affects the lives of families, friends and entire communities. In todayâ€™s scenario of India the incidence rate of suicidal attempts increased day by day despite all the odds. Majority of vulnerable populations for suicide includes farmers, students, women, armed forces, migrant populations, those with chronic physical and mental illness. The act of suicide consisting hanging, poisoning, train run-over, drowning, alcohol abuse, burn etc. and cause behind suicide was excessive stress, economical conditions, depression, disturbed interpersonal relationships and internet games like Blue Whale Challenge. A detailed analysis of reasons of increasing incidences of suicides has been done in this present study. Suicide is not only a crime but it is a serious health problem which is easily preventable by adopting principles of ayurveda and yoga. There is a close and scientifically proved relation between suicide and psychosomatic disorders particularly in stress, depression and alcohol abuse. Different regimen of ayurveda and yoga has been adopted to cope with the stress, anxiety, the root cause of suicide. This regimen includes sadvrutta (code and conducts of life), Satvavajay(spiritual therapy) and daivyavyapashray chikitsa(divine therapy) along with yama (ethical rules), niyam(principles for social well being),asan(yoga posture), pranayama (breathing techniques), pratyahara(control of sense organs), and dhyan (mediatation). Hence to prevent this smoldering problem of suicide the â€˜Sciences of lifeâ€™ i.e.ayurveda and Yoga offers the lifestyle modifying, time effective, free of cost, objective therapy (Adravyabhoot chikita) through itâ€™s basic principles. A detailed review of ayurvedic and yogic regimen to prevent suicides by removing depression has been done in this study.

*Corresponding author
Patil Rajendra Vinayak.
Assistant Professor, Dept.oF Swasthavritta and Yoga
Bhaisaheb Sawant Ayurved College,
Sutikagruha parisar,Sawantwadi,Dist -Sindhudurg ,416510
Maharashtra, India.
Contact No.08484907236
Email dr.rvpatil@rediffmail.com
Number of â€˜Twachaâ€™ and its clinical interpretation according to Ayurved and modern texts
Authors: Singh Dharmendra Pratap , Indulkar Prajakta P. , Chandurkar Nitin S. 
Published: April 2021

Ayurveda is Godâ€™s gift for wellbeing of human kind. Today wholeworld is looking towards ayurveda as a best therapeutic option for worst skin disorders. Skin is the largest and first site visible organ of body acquiring two square meter of surface area & accounting 16-20% of body weight.1 InAyurvediyaSamhitas skin is described as Twacha various opinion regarding Twachauttapati, Twachastara& associated disorders are mentioned.Twacha is described in samhitas as a protective layer of body. Sushrutacharya andCharakacharya have described various layers of â€˜Twakâ€™ or skin, 7 & 6 layers respectively, and the diseases specific to them.When life induced by union of Sperm (Shukra) and ovum (Shonita) in uterus (garbhashaya) it undergoes rapid transformation and formation and seven layers of skin form during embryonic period in third and fifth month of fetal age Modern science has also explained skin and diseases occuring in skin.This paper deals with disease occuring in different layers oftwacha (skin), as per Ayurved& Modern science.
THERAPEUTIC IMPORTANCE OF HARIDRADI GANA IN THE MANAGEMENT OF MADHUMEHA W.S.R TO DIABETES MELLITUS
Authors: Kharosekar Purwa Vinayakrao 
Published: April 2021

Abstract:
Background: Haridradi gana is a specific classification described in Astanghrudaya which contains five such medicinal herbs that are mainly recommended in prameha
.Objectives: To study five herbs of haridradi gana for their Antidiabetic potential as per Ayurvedic perspective. To study the Rasa,guna,virya,vipaka of haridradi gana.
Methodology: Haridradi gana is the 17th number of gana in the ganaâ€™s of Ashtang hruday. This gana includes total 5 number medicinal herbs these are Haridra,Daruharidra,Yashtimadhu,Prushaniparni,Indrayav and analysis of these five drugs regarding rasa,guna,virya,vipaka.
Result: â€“Maximum contents of haridradi gana having 70% of tikta pradhan katu rasa, 70% ushna virya and 80% katu vipak,60% of laghu-ruksha guna.. Tikta rasa has shoshak property, tikta rasa absorbs kleda-meda-vasa-majja-lasika-puya-sweda-mutra-purisha-pitta and kapha.it also rectifies agni leads to proper utilization of insulin in the periphery leads to reduction in insulin resistance. ushana virya causes stroto shodhana it leads to absorption of circulating free glucose by cells and reduces hyperglycemia.Laghu-ruksha guna destroys accumulation of kapha and meda.and By the side katu vipaka helps to remove sneha, sweda, kleda, and mala from body.
Conclusion:The present study reveals that the herbs included in haridradi gana having dominantly tikta-katu rasa,ushana virya,katu vipaka,laghu-ruksha guna significantly plays role as an anti-diabetic.
Study of Nimbadi Dhoopa in the management of Dushtavrana
Authors: Saraf Jayshree K. , Saraf Naimish , Saraf Jayashree 
Published: April 2021

Wounds and wound infections have become a common entity which is faced by different physicians and surgeons. Chronic, non-healing wounds like Diabetic wounds, Varicose ulcers, bed sores have become a challenge to the medical fraternity. Antibiotics are efficient in killing and controlling the growth of micro-organisms by their bactericidal and bacteriostatic actions but due to the repeated use of antibiotics, organisms have become resistant to their action. Vrana Dhoopana described in Ayurveda helps in cleaning and disinfecting the wound and also promotes fast healing of wounds1.In this study, 60 patients were randomly selected and divided in two groups. Vrana dhoopana followed by dressing with vrana shodhana taila was administered to the 30 patients in Group A(Trial group) and only dressing with vrana shodhana taila was done in the 30 patients in Group B (Control group).Significant results were obtained in Trial group where the wound was subjected to Nimbadi Dhoopa. It means we can conclude that Vrana Dhoopana with Nimbadi Dhoopa 2has significant results on Dushta Vrana.3 It helps in minimizing the infection present in the wound thus, having Rakshoghna4 effect on it.
Preliminary standardization of lashuna A potential drug for postmenopausal osteoporosis.
Authors: T. R. Thanga Selva Kumari , Sujan S. , Patharkar Janhavi , Modi Mansi 
Published: April 2021

Osteoporosis is a major international health problem, accentuated by increasing longevity. Osteoporosis as â€œa systemic skeletal disease characterized by low bone mass and bone architectural leading to increased riskâ€. Menopause is the normal process but now a day it becoming the major health problem in developing countries like India. In Ayurveda Menopause deals with jarapakvaavasta of the body Jara and Rajonivritti are manifested due to the progressive reduction in the functional ability of Agnis, which results in an inadequate tissue nutrition. This nutritional imbalance triggers the irreversible degenerative changes in â€žSapta Dhatusâ€Ÿ. The disease Osteoporosis is somewhat similar to the description of Asthi Kshaya in which metabolism of Asthi Dhatu is disturbed. Rasayana therapy has proved efficacious in managing and preventing many chronic conditions till date. As Postmenopausal Osteoporosis is a disease related to aging, Rasayana can provide the better alternative to increasing quality of life. Here, the drug Lashuna also one of the Rasayana guna dravya.
Mild steel corrosion inhibition by synthesized 7-(Ethylthiobenzimidazolyl) Theophylline
Authors: Diki N’guessan Yao Silvère , Coulibaly Nagnonta Hippolyte , Kassi Kadjo François , Trokourey Albert 
Published: April 2021

The corrosion inhibition of mild steel by 7-(ethylthiobenzimidazolyl) theophylline (7-ETBT) in 1 M HCl medium was investigated through weight loss and Tafel polarization techniques within a temperature range of 298 to 318 K. The inhibition efficiency depends on the concen­tration of 7-ETBT and reaction system temperature. The maximum inhibition efficiency values of 90.73 and 87.06 %, respectively, were estimated using both weight loss and Tafel polarization techniques at 298 K. The results suggest spontaneous and predominant physical adsorption of 7-ETBT on the metal surface which obeys Langmuir isotherm model. Furthermore, Tafel polarization method revealed that 7-ETBT is a mixed-type inhibitor. Po­tentiodynamic polarization results are in accordance with weight loss data to a good extent.
Relación entre rendimiento académico y desarrollo de Estrategias de autorregulación en estudiantes universitarios
Authors: Sáiz Manzanares María Consuelo , Valdivieso-León Lorena 
Published: April 2021

En este estudio se analiza la relación entre la auto-percepción que los estudiantes tienen de su conocimiento declarativo y procedimental con el rendimiento académico. Participaron 116 estudiantes universitarios de primero y segundo curso de grado en dos estudios, uno cuasi-experimental (antes-después sin grupo control) donde la variable independiente fue la “enseñanza basada en estrategias de autorregulación” y la variable dependiente “sus respuestas en las escalas de metacognición y apoyo al procesamiento” de las ACRA (r)(Escalas de estrategias de aprendizaje). Y otro descriptivo-correlacional que analizaba la relación entre estrategias metacognitivas y de apoyo al procesamiento y las respuestas de aprendizaje. Los resultados indican diferencias en la auto-percepción que tienen los estudiantes acerca de la adquisición de competencias declarativas y procedimentales después del entrenamiento en autorregulación. La mayor efectividad se observa en el primer curso. Lo que aconseja una metodología de enseñanza-aprendizaje universitaria basada en estrategias de autorregulación.
We study the relationship between student´s self-perceptions of their declarative and procedural knowledge and their academic performance. 116 university students, in their first and second year of their degree courses participated in two studies. One was quasi-experimental (before-after-no control group), in which the independent variable was “learning based on self-regulation strategies” and the dependent variable was “their responses to scales on metacognition and information processing skills) taken from ACRA (learning strategies scales). A second descriptive-correlational test analyzed the triadic relation between metacognitive strategies, information processing skills and learning outcomes. The results point out to differences in student self-perceptions regarding the acquisition of declarative procedural competencies after self-regulation training. The greatest effectiveness was observed in the first year, lending support to university learning-teaching methodology based on self-regulation strategies.
Actitudes hacia la inclusión educativa de alumnos con discapacidad: variables relativas al profesorado y a la organización escolar en Educación Primaria
Authors: Sisto Maria , Pérez-Fuentes María del Carmen , Gázquez-Linares José Jesús , Molero-Jurado María del Mar 
Published: April 2021

La falta de colaboración entre profesionales de la educación influye en el desarrollo de actitudes, especialmente negativas, que se convierten en las barreras que mayormente inciden en el proceso de inclusión educativa. El objetivo de este trabajo fue analizar la frecuencia y el tipo de discapacidad diagnosticada en los alumnos incluidos en doce centros de educación primaria, tanto públicos como concertados, y la relación entre actitudes inclusivas y variables sociodemográficas de 102 profesores (Medad=43,49; DT=10,6). Se empleó una adaptación de la escala «Opinions Relative to Integration of Students with Disabilities» (Antonak y Larrive, 1995) a partir de algunas traducciones al castellano (García y Alonso, 1985; Mula et al., 2002; Sales, Moliner, y Sanchiz, 2001; Tárraga, Grau, y Peirat, 2013). Los resultados destacan actitudes negativas en el profesorado cuando la responsabilidad de la elaboración, puesta en práctica y seguimiento de las adaptaciones curriculares no está compartida entre diferentes profesionales. Se plantea la importancia de encargarse a nivel administrativo de la formación activa de los profesionales educativos, independientemente de sus especialidades, para que trabajen de forma colaborativa proporcionando medidas educativas adecuadas para todo el alumnado.
The lack of collaboration between education professionals influences the development of negative attitudes, which become the barriers that mostly condition the process of educational inclusion. The objectives of this article are to analyze to the frequency and type of disability diagnosed in students included in twelve primary education centers, both public and private, and the relationship between inclusive attitudes and sociodemographic variables of 102 teachers (M=43.49; SD=10.6). An adaptation of the “Opinions Relative to Integration of Students with Disabilities” scale (Antonak and Larrive, 1995) was used, based on some Spanish translations (García and Alonso, 1985; Mula et al., 2002; Sales, Moliner, and Sanchiz, 2001; Tárraga, Grau, and Peirat, 2013). The results highlight negative attitudes in teachers when the responsibility for the development, implementation and monitoring of curricular adaptations is not shared between different professionals. The importance of taking care of the active training of educational professionals, regardless of their specialties, in collaboratively providing appropriate educational measures for all students is raised.
Influencia de la orientación del espacio sobre el esfuerzo percibido en Educación Física: Juegos motores de cooperación-oposición
Authors: Caballero García María Fuensanta , Alavés González Verónica , Soler Mesa Lorena 
Published: April 2021

La Organización Mundial de la Salud (OMS, 2010) establece una práctica física mínima de 60 minutos diarios en rango de intensidad moderada a vigorosa. Los participantes fueron 28 estudiantes de 6º de Educación Primaria. Se desarrollaron tres juegos motores de cooperación-oposición, variando la orientación del espacio. Los objetivos fueron conocer la adecuación del esfuerzo percibido en los tres juegos, relacionados con la intensidad, para lograr beneficios para la salud y comparar el esfuerzo percibido dependiendo de las diferentes orientaciones espaciales. Tras cada juego, se distribuyó la escala de esfuerzo percibido (PCERT). Los resultados muestran que el alumnado no alcanza una intensidad suficiente en los juegos para obtener beneficios para la salud. Se obtuvieron diferencias estadísticamente significativas para el esfuerzo percibido dependiendo de la orientación del espacio, siendo el juego con mayores valores el de espacio orientado con porterías pequeñas y el juego con menos valores el juego sin espacio orientado.
The World Health Organization (WHO, 2010) stablishes a minimum physical practice of 60 minutes per day in a range of moderate to vigorous intensity. Participantes were 28 students of 6th Primary Education. Three cooperation-opposition motor games were developed, varying the space orientation. The objectives were to know the adequacy of perceived effort in the three games, in relation to intensity, to achieve health benefits and compare the perceived effort based on the different space orientations. After the completion of each game, the Pictorical Children's Effort Rating Table (PCERT) were distribuited. Results show students do not reach a sufficient intensity in motor games to obtain health benefits, as well as statistically significant differences for the perceived exertion depending on the space orientation, being the game with higher levels the one that presents oriented space with small goals and the game with lower levels is the non-oriented space game.
Responsabilidad personal docente y motivación escolar
Authors: Cáceres Consuelo , Muñoz Carla , Valenzuela Jorge 
Published: April 2021

El artículo tiene como propósito analizar las representaciones acerca de la responsabilidad personal docente en la motivación escolar. Participaron del estudio profesores en formación y en ejercicio de Educación primaria (n=773) de la Región de la Araucanía, Chile. A partir de un análisis de cluster se identificaron cuatro perfiles distintos, en donde esta responsabilidad se asume como propia o compartida y donde la motivación escolar es representada como algo continuo o como un momento acotado de la clase. Los resultados muestran que habría un desplazamiento de la responsabilidad docente hacia la familia, en torno a la motivación escolar, cuando se ejerce efectivamente la profesión. Además, los profesores en ejercicio tenderían concebir la motivación escolar como un momento acotado y de responsabilidad compartida; mientras que los futuros profesores participan significativamente más del perfil en donde la motivación es un proceso continuo y de responsabilidad del docente. Dado que el profesor es el agente que con mejores herramientas debería ser capaz de dar sentido y motivar el aprendizaje escolar, urge generar estrategias para que esta responsabilidad sea asumida de manera contundente por el propio profesor y como un proceso, más allá de un momento específico de la clase.
This article analyzes self-reports of teacher perceptions regarding personal responsibility in school motivation. Participants were teachers-in-training and those currently working in Primary Education (n=773) in the Araucanía Region, Chile. Four different profiles were identified from cluster analysis, where responsibility was seen as personal, or shared; and where school motivation was represented as continuous, or discrete. Results show that respondents tend to place responsibility for school motivation within the family for the most effective exercise of the profession. For practicing teachers, school motivation tended to be conceived of as discrete moments, of shared responsibility; while future teachers were significantly more likely to see motivation as a continuous process, of personal (teacher) responsibility. Given that teachers have the educational tools and opportunity to most effectively motivate school learning, it is urgent to generate strategies where responsibility is robustly assumed by teachers themselves; and as a continuous process beyond a specific moment in the classroom.
Desarrollo de un videojuego y su tablero de baile, para el aprendizaje de matemáticas básicas
Authors: Martínez Oviedo Ismael , Toledo Toledo Guadalupe , Martínez Mendoza Eduardo 
Published: April 2021

El uso aplicaciones de dispositivos móviles como alternativa para el aprendizaje de matemáticas se ha incrementado en los niños; aunque su uso ha influido en el incremento del sedentarismo infantil. Se atiende la contradicción: uso de la tecnología sin sedentarismo a través de un videojuego y su tablero de baile. Su uso requiere que el usuario realice actividad física, evitando así, el sedentarismo.
Se identificó la oportunidad de desarrollo por medio de la TRIZ. El videojuego se programó en el software Unity 3D™. El dispositivo se ha creado con tecnologías de libre acceso y materiales de bajo costo. Antes de seleccionar la última configuración, se probaron tres diseños diferentes. El videojuego está diseñado con niveles de dificultad acordes a los conocimientos del usuario. También posee herramientas que permiten conocer el desempeño de cada estudiante y la gestión de diferentes grupos.
The use of apps in portable electronic devices has increased as important tool for mathematics teaching children. Although, at the same time, children’s physical inactivity has increased. This contradiction is reversed through a basic mathematics videogame and its dancing board. To use it, the user has to do physical activity.
This opportunity was identified by TRIZ Theory. The videogame was programmed in Unity 3D™ software (free version). The device was made with free access technology and low costs materials. Before to define the best design, it was tested three different patterns. The videogame contains different difficulty levels according the user knowledge. It also has tools to identify every user performance and help to manage different class groups.
Las nuevas tecnologías como estrategias innovadoras de enseñanza-aprendizaje en la era digital
Authors: Flores Tena Maria , Ortega Navas Mª Carmen , Sánchez Fuster Mª Carmen 
Published: April 2021

En el presente artículo nos preguntamos cuál es el papel de las nuevas tecnologías en las aulas y, más en concreto, en el proceso de enseñanza-aprendizaje de los futuros profesores. Además, nos planteamos si la enseñanza a distancia es adecuada para el buen desarrollo de dicho proceso, así como si para el desarrollo del conocimiento del estudiante y las nuevas tecnologías como herramienta docente son adecuadas al paradigma educativo actual, como estrategia de innovación educativa. Para ello se ha llevado a cabo un estudio de carácter cuantitativo, aplicando a los participantes, profesores de la Facultad de Educación de la Universidad Autonóma de Madrid que imparten su docencia en el Máster de Formación de Profesorado durante el curso 2018. Se trata de un cuestionario estructurado creado ad hoc. Las respuestas al cuestionario nos ha aportado datos sobre las necesidades e inquetudes que tiene el profesorado que forma a futuros profesorado de Educación Secundaria, respecto al uso de herramientas tecnológicas en el aula y su implicación como estrategia innovadora en el proceso de enseñanza-aprendizaje. El análisis de los resultados ha permitido comprobar que las las nuevas tecnologías constituyen un gran reto en las aulas en nuestros días, introduciendo nuevas metodologías de enseñanza que se pueden compaginar con la enseñanza tradicional.
New technologies are present in our daily lives and education is not exempt from them. In this article we ask ourselves what their role is in the classrooms and, more specifically, in the teaching-learning process. In addition, we ask whether distance education is adequate for the proper development of said process and for the development of student knowledge; as well as if new technologies as a teaching tool are appropriate to the educational paradigm. The global teaching-learning process is limited to the precise moment in which there is an effective transmission of information that originates from a sender (teachers) and reaches a receiver (students). The characteristic communicative act of the teaching-learning pedagogical process allows us to question ourselves about the suitability, the didactic adequacy and the impact of the use of new communication and information technologies in the classroom at the individual and social level. Besides, the strengths and weaknesses of learning about the use of new technologies in the classroom are analyzed.