Anantshayi Technique of Meditation for Strategic Decision- Making
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Yoga and Pilates: What’S the Difference? by Sherri R
Yoga and Pilates: What’s the difference? By Sherri R. Betz, PT, GCS, PMA®-CPT Have you ever wondered… “What are the differences between Yoga and Pilates?” Someone jokingly said, “The difference between Pilates and Yoga is that in Yoga you close your eyes and think about god and in Pilates you keep your eyes open and think about your abs!” One guru said the purpose of Yoga is to become more flexible so that you could sit comfortably to meditate. Yoga certainly is more than that. I write this in trepidation of offending the beautiful Yoga and Pilates practitioners around the world. I hope to distill some of the information about Yoga and Pilates looking at some of the differences and similarities between them to help practitioners understand these popular forms of movement. My yoga practice began in Louisiana (when no one did yoga there!) at about the age of 15. At the local library, I happened to pick up The Sivananda Companion to Yoga and started trying out some of the poses and breathing. Actually, I skipped the breathing and avoided it for many years until I did my Pilates training and was forced to learn to breathe! Now I am devoted to my Ashtanga/Vinyasa Yoga practice and my Pilates work to keep my body in shape and to add a spiritual component to my life. It has been very interesting to compare a movement practice that has been around for 2000 years with one that has been around for only about 80 years. Yoga: Navasana (Boat Pose) Pilates: Teaser Common Forms of Yoga Practice in the United States: Yoga was brought to us by Hindus practicing in India. -
Levels 8 & 9 – Advanced & Master
TEACHER TRAINING with Master Teacher Nicky Knoff CAIRNS, Queensland Levels 8 & 9 – Advanced & Master Monday 2nd – Friday 27th August 2021 5:45 am - 4:00 pm Non-residential VENUE The Yoga School Suite 14, 159-161 Pease St (Piccones Village) Edge Hill, CAIRNS PO Box 975, Edge Hill, 4870, QLD CONTACT James E. Bryan (ERYT500) - Program Director Mobile 0415 362 534 Email: [email protected] Website: www.knoffyoga.com Levels 8 & 9 – Advanced & Master THE HISTORY In 1994, Nicky Knoff and James Bryan took a sabbatical to the Mount Quincan Crater Retreat, just outside of Yungaburra in the Atherton Tablelands behind Cairns, Far North Queensland, Australia. The goal was to create a comprehensive and complete new program, which incorporated the anatomical alignment and progression of Asanas in Iyengar Yoga, and combine it with the energetic aspects of Ashtanga Vinyasa Yoga viz. Bandhas, Drishti, Ujjayi Pranayama and Vinyasa. We learned in Iyengar Yoga how to progressively practice postures. For example with Backbends, you perform an easy pose to warm up, a stronger pose to work more deeply, and then the strongest pose of the session – challenging yourself in a safe and methodical manner. This safe and methodical approach – carefully easing deeper into postures, was not a concept we found in Ashtanga Yoga. In fact, as we progressed through the Series (1st, 2nd, 3rd and 4th) we could not discern any logical sequencing. It was as if someone had written down the various yoga poses on pieces of paper, thrown them into a hat, and pulled them out at random. With traditional Ashtanga, you only progress if you can do the postures in the Series order and if not, you stay stuck on the particular challenging pose, until you can. -
University of California Riverside
UNIVERSITY OF CALIFORNIA RIVERSIDE Choreographers and Yogis: Untwisting the Politics of Appropriation and Representation in U.S. Concert Dance A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Critical Dance Studies by Jennifer F Aubrecht September 2017 Dissertation Committee: Dr. Jacqueline Shea Murphy, Chairperson Dr. Anthea Kraut Dr. Amanda Lucia Copyright by Jennifer F Aubrecht 2017 The Dissertation of Jennifer F Aubrecht is approved: Committee Chairperson University of California, Riverside Acknowledgements I extend my gratitude to many people and organizations for their support throughout this process. First of all, my thanks to my committee: Jacqueline Shea Murphy, Anthea Kraut, and Amanda Lucia. Without your guidance and support, this work would never have matured. I am also deeply indebted to the faculty of the Dance Department at UC Riverside, including Linda Tomko, Priya Srinivasan, Jens Richard Giersdorf, Wendy Rogers, Imani Kai Johnson, visiting professor Ann Carlson, Joel Smith, José Reynoso, Taisha Paggett, and Luis Lara Malvacías. Their teaching and research modeled for me what it means to be a scholar and human of rigorous integrity and generosity. I am also grateful to the professors at my undergraduate institution, who opened my eyes to the exciting world of critical dance studies: Ananya Chatterjea, Diyah Larasati, Carl Flink, Toni Pierce-Sands, Maija Brown, and rest of U of MN dance department, thank you. I thank the faculty (especially Susan Manning, Janice Ross, and Rebekah Kowal) and participants in the 2015 Mellon Summer Seminar Dance Studies in/and the Humanities, who helped me begin to feel at home in our academic community. -
'Freaky:' an Exploration of the Development of Dominant
From ‘Classical’ To ‘Freaky:’ an Exploration of the Development of Dominant, Organised, Male Bodybuilding Culture Dimitrios Liokaftos Department of Sociology, Goldsmiths, University of London Submitted for the Degree of PhD in Sociology February 2012 1 Declaration: The work presented in this thesis is my own. Dimitrios Liokaftos Signed, 2 Abstract Through a combination of historical and empirical research, the present thesis explores the development of dominant, organized bodybuilding culture across three periods: early (1880s-1930s), middle (1940s-1970s), and late (1980s-present). This periodization reflects the different paradigms in bodybuilding that the research identifies and examines at the level of body aesthetic, model of embodied practice, aesthetic of representation, formal spectacle, and prevalent meanings regarding the 'nature' of bodybuilding. Employing organized bodybuilding displays as the axis for the discussion, the project traces the gradual shift from an early bodybuilding model, represented in the ideal of the 'classical,' 'perfect' body, to a late-modern model celebrating the 'freaky,' 'monstrous' body. This development is shown to have entailed changes in notions of the 'good' body, moving from a 'restorative' model of 'all-around' development, health, and moderation whose horizon was a return to an unsurpassable standard of 'normality,' to a technologically-enhanced, performance- driven one where 'perfection' assumes the form of an open-ended project towards the 'impossible.' Central in this process is a shift in male identities, as the appearance of the body turns not only into a legitimate priority for bodybuilding practitioners but also into an instance of sport performance in bodybuilding competition. Equally central, and related to the above, is a shift from a model of amateur competition and non-instrumental practice to one of professional competition and extreme measures in search of the winning edge. -
RIMYI Certification Course Guidlines Booklet
CERTIFICACERTIFICATIONTION AND ASASSESSMENTSESSMENT GUIDELINES AprilJuly 20202020 It is relatively easy to be a teacher of an academic subject, but to be a teacher in art is very difficult, and to be a yoga teacher is the hardest of all, because yoga teachers have to be their own critics and correct their own practice. — B.K.S. Iyengar Contents Introduction 04 Section A Certification Structure 06 Section B Becoming a Teacher 09 Section C Criteria for Assessors 11 Section D Assessment Process 12 Section E Feedback 28 Section F Syllabus 29 Notes 44 FAQs 50 Appendix 61 Introduction Don’t be exclusive, be inclusive… not only in asana but every walk of life. – B.K.S. Iyengar Guruji was a believer in tradition but at the same time, he was a great revolutionary. He discovered new paths for imparting objective knowledge of a philosophical subject like yoga. Paramparã was important to him but he recognised that as the community grew larger, a different framework for teaching and assessment would be needed. Over the past few years, Geetaji and Prashantji repeatedly pointed out that assessments are losing their basic purpose and teacher training is becoming a business. Their observation and criticism have immense value in Iyengar Yoga. Their concerns have motivated us to dig deeper into the process of yoga teaching worldwide. On behalf of RIMYI, we elicited feedback on the current methodology of teaching and assessment. The response was overwhelming. Letters, mails, What’s apps, messages….every corner of the world had something to contribute. We, at the institute, have taken cognisance of every conceptual contribution offered. -
Original Article Pilates Program Use for High School Girls' Additional
Journal of Physical Education and Sport ® (JPES), Vol.20 (6), Art 470, pp. 3485 - 3490, 2020 online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES Original Article Pilates program use for high school girls' additional physical education NATAL'YA MISCHENKO 1, MIKHAIL KOLOKOLTSEV 2, ELENA ROMANOVA 3, EVGENII TSAPOV 4, SERGEY USTSELEMOV 5, EVGENY TSAYTLER 6, АNDREY GRYAZNYKH 7, ELENA KUZNETSOVA 8, ANTON VOROZHEIKIN 9, DULAMJAV PUREVDORJ 10 1 Department of Theory and Methods of Physical Education, U ral State University of Physical Culture, ChelyaBinsk, RUSSIA 2 Department of Physical Culture, Irkutsk National Research Technical University, Irkutsk, RUSSIA 3 Department of Physical education, Altai State University, Barnaul, RUSSIA 4, 5, 6 Department of Physical culture, Nosov Magnitogorsk State Technical University, Magnitogorsk, RUSSIA 7 Humanities Institute of Northern Studies, Yugra State University, Khanty-Mansiysk, RUSSIA 8 Department of fire and technical training, Altai State Pedagogical University, Barnaul, RUSSIA 9 Department of Information Technologies, Kaliningrad Institute of Management, Kaliningrad, RUSSIA 10 Department of Clinical Medicine, Darkhan Medical School of Mongolian National University of Medical Sciences (MNUMS), Darkhan, MONGOLIA PuBlished online: DecemBer 30, 2020 (Accepted for puBlication: DecemBer 15, 2020) DOI:10.7752/jpes.2020.06470 Abstract : The aim of the research is to modernize and experimentally test the «Pilates» training program as an element of additional physical education to improve the girls' aged 15-17, physical health and functional characteristics level. Materials and methods. The pedagogical experiment was conducted during the 2019-2020 academic year at school No. 11 of Yemanzhelinsky municipal district in ChelyaBinsk region (Russia). 15 girls of high school age (15-17 years) participated in it. -
Modern Transnational Yoga: a History of Spiritual Commodification
Sacred Heart University DigitalCommons@SHU Master of Arts in Religious Studies (M.A.R.S. Theses) Philosophy, Theology and Religious Studies 8-2010 Modern Transnational Yoga: A History of Spiritual Commodification Jon A. Brammer Sacred Heart University Follow this and additional works at: https://digitalcommons.sacredheart.edu/rel_theses Part of the American Popular Culture Commons, History of Religions of Eastern Origins Commons, and the Philosophy Commons Recommended Citation Brammer, Jon A., "Modern Transnational Yoga: A History of Spiritual Commodification" (2010). Master of Arts in Religious Studies (M.A.R.S. Theses). 29. https://digitalcommons.sacredheart.edu/rel_theses/29 This Thesis is brought to you for free and open access by the Philosophy, Theology and Religious Studies at DigitalCommons@SHU. It has been accepted for inclusion in Master of Arts in Religious Studies (M.A.R.S. Theses) by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected], [email protected]. Modern Transnational Yoga: A History of Spiritual Commodification Master's Thesis Submitted to the Faculty of Religious Studies at Sacred Heart University In partial fulfillment of the requirements for the degree of Master of Arts in Religious Studies Jon A. Brammer August 2010 This thesis is accepted in partial fulfillment of the requirements for the degree of Master of Arts in Religious Studies Christel J. Manning, PhD., Professor of Religious Studies - ^ G l o Date Permission for reproducing this text, in whole or in part, for the purpose of individual scholarly consultation or other educational purposes is hereby granted by the author. This permission is not to be interpreted as granting publication rights for this work or otherwise placing it in the public domain. -
The Alexander Technique and Ashtanga Vinyasa Yoga
“THE EXPERIENCE YOU WANT IS IN THE PROCESS OF GETTING IT... “ An Alexander Teacher's reflections on Ashtanga Vinyasa Yoga in the tradition of Pattabhi Jois Aino Klippel, January23rd 2011 “THE EXPERIENCE YOU WANT IS IN THE PROCESS OF GETTING IT…” An Alexander Teacher's reflections on Ashtanga Vinyasa Yoga in the tradition of Pattabhi Jois In this essay I describe how to teach the basics of the Alexander Technique in a way that would be approachable to a student of ashtanga yoga. Yoga, especially ashtanga, has become a popular pastime (Singleton, 2010, p.211) and my questioning of the teachers of the Alexander Teacher Training School reflected that popularity. All of them told, they had pupils who were involved with yoga, while some had negative experiences of working with yoga teachers. I will point out similarities and differences between the two disciplines, with a purpose of providing tools of communication to Alexander Teachers unfamiliar with the conventions of yoga. In 1997 I started to practise yoga while training as a clarinettist, and took on ashtanga and the Alexander Technique almost simultaneously in 2003. Alexander Technique and ashtanga seems to be a challenging combination, prejudices prevailing in both disciplines. My approach to yoga is one of practical exploration and I write here about the philosophy of yoga in a simple form that is easily understandable for Alexander teachers. Writing this essay has demanded me to look carefully at my yoga practice, in order to see how the principles of the Alexander Technique have become part of it. The essay will start with reflections on the shared history of the Alexander Technique and yoga. -
Looking Back to Face My Scoliosis by Vicky Grogg
LOOKING BACK TO FACE MY SCOLIOSIS BY VICKY GROGG Elise Browning Miller uses a strap to adjust author Vicky Grogg in Ardha Uttanasana. never thought of my scoliosis as that bad. Yes, I wore a brace to straighten my spine throughout most of high school, but it was a space-age plastic design that extended from below my chest to just above my hips, the type that I could hide under my clothing. I became skilled at selecting artful and loose clothes—something easy to do in the mid- I 1980s—to conceal the fact that I was wearing a bulky contraption 23 hours a day. After three years of wearing the brace, I was finally free of it. Like contributing to my pain. He determined that X-rays and other many people with scoliosis, I thought I was done or “fixed,” and diagnostic testing wasn’t needed. Instead, he summed up by I put the whole experience behind me. saying, “Because of your scoliosis, you would be in a great deal of pain if it weren’t for your regular yoga practice.” At this time, I Nearly 25 years later, I found myself experiencing lower back had been practicing Iyengar Yoga for 15 years. pain on my left side. It wasn’t debilitating, but it was annoying and present all day. After trying unsuccessfully to find relief in The doctor prescribed physical therapy to strengthen my core yoga and looking for answers in books that explained back muscles and told me to keep practicing yoga but to stay away pain as an emotional trigger, I went to a primary care physician from deep back bends until my back felt better. -
Iyengar Yoga Sequences to Support the Immune System
Yoga Sequences to Support the Immune System The Sequences were created by BKS Iyengar. The main focus of the sequences are forward extensions with head support, supported backward extensions as well as inversions. Aside from the stimulation of the Nervous - and Lymphatic System, these Asanas support our Respiratory and Ciculatory System. The duration should be adapted to the Practicioners level of practice (between 3 - 10 Min. per Asana). In the following we will show you two different variations for each Asana. Long Morning Sequence to Support the Immune System 4. Sirsasana, free / against wall, or in ropes 8. Sarvangasana Variation, free or with chair 1. Uttanasana, head on brick or chair 5. Viparita Dandasana, on one or two chairs 9. Sarvangasana Variation, free or with chair 2. Adho Mukha Svanasana, head on brick or bolster 6. Sarvangasana, free or with chair 10. Viparita Karani, against wall, on one or two bolsters 3. Prasarita Padottanasana, head on floor or chair 7. Halasana, toes on floor or chair 11. Savasana with Ujjayi or Viloma Pranayama, chest supported, without or with bolster underneath the knees Short Evening Sequence to Support the Immune System Recommendations and Resources for your Practice Yoga in Action - Introductory Course, by Geeta S. Iyengar Yoga in Action - Intermediate Course I, by Geeta S. Iyengar Yoga - A Gem for Women, by Geeta S. Iyengar Light on Yoga, by B.K.S. Iyengar Yoga - The Path to Holistic Health, by B.K.S. Iyengar The aforementioned resources are availble in numerous langua- 1. Sirsasana, free / against wall, or in ropes ges. -
Syllabus for Introductory I Reading
IYFDK 2017 Syllabus Introductory Level Page 1 of 4 Syllabus for Introductory I Introductory I & II levels are assessed together. Candidates will be responsible for all of the information in both syllabuses. The written exam covers material on both the Introductory I and II reading lists. Reading 1. Introduction to Light on Yoga 2. Part one, Section I of Light on Pranayama 3. Yoga in Action, Preliminary Course 4. Yoga in Action, Intermediate Course 5. Part II The leaves and Part Four Pranayama in The Tree of Yoga 6. Sutras II.29 – II.48 in Light on the yoga Sutras of Patanjali 7. What is written about every asana and its stages and pranayama on this syllabus in Yoga in Action, Preliminary Course and Yoga in Action, Intermediate Course 8. What is written about every asana and pranayama on this syllabus in Light on Yoga. 9. What is written about every asana and pranayama on this syllabus in Yoga, a Gem for Women. 10. Part II Asana: hints and Cautions for the practice of asanas and Part III: Pranayama hints and Cautions in Light on Yoga. 11. What is written about every asana and pranayama on this syllabus in Light on Pranayama. 12. Section II Chapter 10 Hints and Caution in Light on Pranayama. 13. Chapter X Part I General Hints of Yoga, a Gem for Women. 14. Yoga, A Gem for Women, Chapter I-VI; Chapter VII, 1. Menstruation; Chapter VIII, the description of the systems. 15. Basic Guidelines for Teachers of Yoga (January 2003 revised edition) by B.K.S. -
Trade Marks Journal No: 1894 , 25/03/2019 Class 36 2531520 15
Trade Marks Journal No: 1894 , 25/03/2019 Class 36 2531520 15/05/2013 TV18 BROADCAST LTD 503-504 & 507 5TH FLOOR MERCANTILE HOUSE 15 KASTURBA GANDHI MARG NEW DELHI 110001 MANUFACTURERS,TRADERS SERVICE PROVIDERS A PUBLIC LIMITED COMPANY INCORPORATED UNDER THE COMPANIES ACT, 1956 Address for service in India/Agents address: DUA ASSOCIATES. 202 - 206, TOLSTOY HOUSE 15, TOLSTOY MARG, NEW DELHI - 110 001. Used Since :13/05/2013 DELHI INSURANCE FINANCIAL AFFAIRS MONETARY AFFAIRS REAL ESTATE AFFAIRS 5357 Trade Marks Journal No: 1894 , 25/03/2019 Class 36 2734128 09/05/2014 GOLDMINE DEVELOPERS PRIVATE LIMITED trading as ;REAL ESTATE SERVICES PROVIDER H-61, SECTOR-63, NOIDA, U.P. SERVICES PROVIDER PRIVATE COMPANY INCORPORATED ON 28.07.2006 Address for service in India/Agents address: KIRTI SINGHAL FK-31, SHASTRI NAGAR, DELHI - 110 052. Used Since :28/07/2006 DELHI REAL ESTATE SERVICES AS ARE DULY COVERED UNDER CLASS 36. THE APPLICANT CLAIM EXCLUSIVE RIGHTS OVER THE COLOR AS SHOWN IN THE LOGO.. 5358 Trade Marks Journal No: 1894 , 25/03/2019 Class 36 FARE BAZAAR 2874756 03/01/2015 RANVIR SINGH BIJARNIA B - 50, 200, SIDDHA CO. - OP. HSG. SOC., SIDDHARTHA NAGAR, PART- II, GOREGAON (WEST), MUMBAI - 400104 SERVICE PROVIDERS INDIAN NATIONAL Address for service in India/Attorney address: PRANAY MANGHARAM MZD Legal Consultancy, Office No. 216, 2nd Floor, Dalamal Towers, 211, Free Press Journal Road, Nariman Point, Mumbai - 400021 Proposed to be Used To be associated with: 2868282, 2874668 MUMBAI INSURANCE, FINANCIAL AFFAIRS; MONETARY AFFAIRS; REAL ESTATE AFFAIRS. 5359 Trade Marks Journal No: 1894 , 25/03/2019 Class 36 2891793 29/01/2015 THAKUR PROPERTIES PVT.