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Lovers Meditation. Exquisite Flute Instrumental. Seitz board of medicine may seek the prosecution of unregulated practitioners for practicing medicine without a license. Conversely, conventional physicians who integrate alternative therapies may be targeted by their licensing board for practicing outside of their scope of practice.
In addition to conflicts with conventional healthcare professions, there are often rivalries among emerging professions due to overlapping practices. Sometimes, newer professions are forced by more established professions to impose limitations on what they consider their rightful scope of practice. For example, naturopathic doctors study acupuncture, but may not utilize this modality in states where acupuncture is a licensed profession without having a separate acupuncture license.
The examples above demonstrate that there is an unavoidable messiness associated with professional recognition and regulation due to the many competing interests and stakeholders. Nonetheless, a variety of pragmatic options and strategies are open to practitioners, educators, and professional organizations within an emerging field to develop a stronger, more coherent professional identity.
Gaining greater public recognition and credibility, improving the overall quality of practice, opening up new professional opportunities, and strengthening the legal status of a field are, for most practitioners and educators, compelling motives to create some sort of regulatory structure, whether or not the structure is used at a later time as a basis for seeking a state-sanctioned or mandated role in the healthcare system.
These can be defined as follows. External structures are developed through political action and negotiation with outside entities; an example of this is state licensure of a healthcare field.
Of course, virtually no organization is totally free of the need to interact with external entities. For example, state boards or departments of education have regulatory requirements and processes that would likely apply to formal training programs in an emerging field; establishing a nonprofit organization requires state incorporation; and gaining tax-exempt status or some other special classification requires IRS approval.
Also, as a field develops, the distinction between internal and external regulation may shift in regard to an organization. External recognition is impractical—if not impossible—to achieve until reasonably solid structures are in place. Even before a profession can develop internal and external regulatory structures, it must first develop organizations that can provide a vehicle for pursuing collective goals and interests.
Two of the most basic types of organizations are practitioner associations and school associations. Such organizations provide a forum for the open discussion and the foundational visioning that eventually leads to the creation of a more formal regulatory process. It is beyond the scope of this chapter to analyze in depth how emerging professions coalesce into formal organizations and how these organizations, in turn, embark on the task of creating internal regulatory structures and processes.
However, it should be noted that, as touched upon earlier, efforts toward formalizing a profession are likely to cause apprehension and even conflict within practitioner and school communities. Thus, as regulatory structures are being developed, it is important to design reasonably inclusive, representational, and transparent decision-making processes that allow ample opportunity for comment on any proposed standards or requirements.
Internal efforts at self-regulation, if carefully carried out, can lay the necessary groundwork for future efforts to establish external regulatory structures that enhance the recognition and legal status of a field, should the profession choose to pursue these goals. Registration of Practitioners and Schools Perhaps the most basic approach to self-regulation within a profession is for a professional membership organization to establish a registry of practitioners.
Eligibility for registration may initially be as simple as being a dues-paying member of the organization, or may involve demonstrating completion of certain educational requirements.
Usually registration is based on the submission of required documentation that is reviewed for compliance with requirements, accuracy, and authenticity. Seitz Because educational approaches in emerging fields often vary widely in terms of content, duration, philosophy, and delivery, the type of education that qualifies a practitioner for registration is often defined broadly and inclusively at the outset. This is generally a good thing.
The pioneers of a field in the US are often engaged in a grand experiment of transplanting traditional arts to a new cultural and legal environment, and diversity allows for creative space to find what works effectively. There are many crosscurrents inherent in this initial experimental phase: traditionalists may question the adaptations that educators make to run programs in the US e.
These sorts of issues point to the ultimate tension in professional regulation: the need to seek a balance between the freedom for individuals to innovate, teach, and practice as they wish, and the collective desire among educators and practitioners to create a reasonably unified set of professional standards that support safe and effective practice and that promote public awareness and confidence.
Registration of schools often develops hand-in-hand with registration of practitioners. Graduates of registered schools are eligible to be registered practitioners, and registered practitioners are seen as qualified to teach at registered schools.
While the main goal for registering practitioners is to pro- vide the public with contact information on practitioners, the main goal of school registration is to provide potential students information on training opportunities for the profession. Once an emerging field starts to attain some measure of stature and public attention, it is natural for the field to reexamine the basic regulatory structures that characterized the initial phase of development.
There are typically a number of individuals involved with the field who are knowledgeable about professional education and regulation in the US, and some or many members of the practitioner community have aspirations for further growth and recog- nition of the field. Also, some organizations will start to develop discretionary financial resources beyond what is needed simply to survive and can invest them in building the profession.
Almost inevitably, during this evolutionary stage, a group of people within the profession starts questioning the adequacy of the initial registration requirements: paradoxically, the very breadth and inclusivity that helped get the field off the ground are now seen as a limiting factor to its success. Even when decisions are arrived at through a genuinely inclusive process, a field may still experience a difficult and perhaps divisive transition to increased standards.
Certification of Practitioners Certification is a process, often voluntary, by which individuals who have demonstrated the level of knowledge and skill required in a given profession, occupation, role, or skill are identified to the public and other stakeholders.
Typically, a single private entity grants recognition—a certificate—to an individual who has met a set of qualifications established by that agency. These qualifications often consist of meeting certain educational standards and passing an examination.
The examination may be entirely written or may have both written and practical components. In an emerging profession, before schools gain authorization to grant degrees, they generally issue a certificate or diploma signifying completion of the training. This may lead schools to state that they are certifying practitioners. However, certification within a profession is meant to be a uniform, objective credential, not one that varies from training program to training program.
This is because the certification agency must articulate with reasonable specificity the subject matter that the exam will cover. While individual programs may continue to teach a wide variety of approaches and philosophies, their need to equip students with the knowledge and skills to pass the exam will naturally lead to a greater conformity among programs over time. Moreover, the outliers those programs whose philosophies and practices are furthest from the mainstream will face the challenge of ensuring that students gain sufficient knowledge of the material that will be tested in the exam, while staying true to their vision.
Any emerging profession developing a certification exam will have to work painstakingly and inclusively to ensure buy-in among a critical mass of stakeholders. The process will benefit from seeking an acceptable balance between being prescriptive in terms of subject matter and providing latitude for some non-mainstream approaches in the field. Seitz the exam itself. The challenges of creating a satisfactory certification process include defining the content of the exam, developing a pool of carefully formulated questions, establishing exam policies and secure testing sites and procedures, developing statistically reliable and defensible means to set passing scores, and ensuring sufficient funding to cover start-up expenses and ongoing operations.
For a profession that wishes to establish a certification agency and exam, there is a substantial body of technical knowledge available as well as experts in the area of professional testing who can provide advice. However, accessing such resources can be expensive. Given the complexity of developing a reliable certification process, the credibility of the process can always be questioned.
This agency sets quality standards and accredits certification programs covering hundreds of professions and occupations. In seeking external recognition such as NCCA accreditation, there is a natural trade-off for an agency. The costs and time involved, not insubstantial, must be weighed against the perceived need to demonstrate the credibility of the certification process to important stakeholders. The purpose of such a standard is to foster worldwide consistency in how certification agencies conduct their work.
Such a standard may pave the way for recognition of professional training across national boundaries—a goal that some governmental entities and other organizations are actively promoting. Within a medical or healthcare-related field there is sometimes pressure to develop a practical exam component in addition to the written component. This is especially true if minimally trained individuals or individuals whose training is not easily verified may be allowed to take the exam.
Since a written exam only tests theoretical knowledge at one point in time, there is always a concern that a person could pass the exam regardless of his or her practical skills and abilities; such skills and abilities are, of course, at the heart of being a competent practitioner in any health- care-related field.
Developing a reliable practical exam is, however, even more challenging than developing a reliable written exam, and administering such an exam is costly for applicants. Such exams are also more likely to be challenged by examinees on the basis of inconsistency or bias. For these reasons, some certification agencies choose to use a written format exclusively. Regardless of whether an agency uses a written exam format or a combination of written and practical components, the agency must address the issue of what educational credentials will qualify someone to sit for the exam.
Regulating Yoga Therapy 35 In more well-established fields in the US, such as naturopathic medicine and acupuncture, graduation from, or current attendance in, an accredited U. In an emerging field, educational requirements for taking a certification exam tend to be looser, especially if accreditation or some other more rigorous school approval process does not yet exist.
Generally speaking, designing a grandfathering process to be reasonably inclusive will help promote buy-in by a larger proportion of the profession. However, there is almost inevitably a trade-off, since some grandfathered practitioners may be deficient in the knowledge and skills considered necessary for safe and effective practice.
Accreditation of Educational Programs and Institutions The primary purpose of registration and certification is to identify and qualify individual practitioners of a profession. As noted above, schools, training programs, and instructors can be registered as well. If this process involves making a determination that the school or program is legitimate and offers an acceptable level of training, then school registration is also a de facto approval process aimed at ensuring the quality and rigor of the education.
Accreditation is a widely used approval process for higher education in the US. Accreditation can be defined as the granting of national public recognition to an institution or program of study that meets or exceeds an established set of standards. The determination of whether the institution or program meets or exceeds the accreditation standards is based on a review of detailed reports and documentation submitted by the institution and a subsequent on- site evaluation conducted by a team of qualified experts, which includes educators and practitioners.
Additionally, accreditation is a peer-review process that supports the ongoing improvement of institutions and programs. Accreditation for a healthcare or health-related field in the US is generally carried out by a nongovernmental agency that is initially established by a professional association or a group of schools.
To ensure their acceptance, accreditation standards are generally developed through an open process involving representatives of the key stakeholders in the field, including educators and practitioners. An opportunity to comment is given to those not engaged directly in the standards development process. Accreditors are often divided into two categories: institutional and programmatic.
Institutional accreditors grant accreditation to an entire institution, such as the University of Massachusetts, while programmatic accreditors deal with specific academic programs, such as a medical or chiropractic degree. In this case, the accrediting agency grants both an umbrella accreditation for the entire institution and also accredits one or more specific programs. The primary focus of the accreditation standards of such agencies is on the content of educational and training programs.
However, the accreditation standards of these agencies typically cover a wide range of other areas, including faculty, administrative and governance structures, finances, facilities, and other facets of educational institutions.
It is important to note that in recent years, accreditors have shifted the emphasis from simply listing the required subject areas and hours of study for programs to identifying the range of competencies that students must attain during the course of study in order to be adequately or comprehensively trained. The main idea behind a competencies-oriented approach is that, at the end of the day, the graduate of a training program should be able to demonstrate that he or she has actually learned the knowledge base and skills associated with the field and has not merely spent a prescribed number of hours in a classroom or a clinical setting.
State higher education departments have the responsibility for authorizing schools to grant academic degrees e. However, programmatic accreditors specify the degree level of the programs they accredit. Therefore, one of the key questions that the educational and practitioner communities within a field must address is what degree level is an appropriate starting point for the field.
The accrediting agency for naturopathic medicine, by contrast, started out accrediting programs at the doctoral degree level and has not markedly changed or extended this mission in three decades— though it has periodically revised its educational requirements.
An agency has the option to create one or more sets of educational standards for a given field that correspond to different scopes of practice, different sets of competencies, and different degree levels.
An emerging field e. Accreditation is considered a voluntary process. However, once the accreditation process within a field is widely accepted by consumers and practitioners in the field as well as by practitioners in other healthcare-related fields , schools that forgo accreditation will lose their competitive edge. Many accrediting agencies, though not all, choose to seek recognition from the U. Department of Education DOE once they are solidly up and running.
Since federal financial aid greatly increases the marketability of educational programs, many fields are committed to seeking DOE recognition for their accrediting body. DOE recognition also greatly enhances the credibility and legitimacy of an accrediting agency in the eyes of potential students, external regulators, and the general public.
This is because DOE recognition is a demanding regulatory process that requires accreditors to demonstrate conformance to a stringent set of criteria as well as a high degree of professionalism. Generally, if a profession is seeking state licensure, establishing a DOE-recognized accrediting agency is almost a mandatory prerequisite.
Seitz is legitimate and effective. The existence of multiple accrediting bodies within a field can cause confusion to state officials. Establishing an accreditation agency like establishing a certification agency requires solid financial resources as well as sufficient expertise regarding higher education practices. Typically, an accreditation agency has a board of directors consisting of representatives of schools, practitioners, and members of the public who are responsible for developing educational standards and agency policies and for making accreditation decisions.
Additionally, an agency needs to assemble and train a pool of individuals who will have the knowledge and skills needed to assess the quality of programs during an onsite visit.
Finally, an agency needs administrative staff, which at the outset, often consists of a single part-time employee. The costs of running an agency are typically borne by the accredited schools through annual fees.
In some cases, professional associations and individuals may also provide financial support, and supporting organizations may also allocate some staffing, space, and other resources.
This is partly because accreditation is an ongoing process that includes periodic reevaluation and re-accreditation of schools, and partly because the DOE requires recognized accrediting agencies to enforce their standards with equal consistency.
However, the initial accreditation standards may be set at a level that is within reach of most of the institutions in existence at the time. Setting the standards at a realistically achievable level encourages buy-in to the process.
Typically, taking these steps will synergistically raise the quality of practice, increase public awareness and trust of these fields, extend the political influence of the practitioner community, and expand professional opportunities. For these emerging professions, there is no right answer regarding whether and how to self-regulate or, for that matter, whether it might be advantageous to seek external recognition via professional licensure at some point in the future.
Any self-regulatory structure involves a variety of trade-offs and financial costs that can be substantial. Additionally, establishing a self-regulatory structure demands extensive internal discussion: discussion that is open, respectful, and inclusive in order to ensure a reasonable degree of acceptance by practitioners and educators and to minimize the risk of creating schisms within the field.
Regulating Yoga Therapy 39 While there are tried-and-true approaches to self-regulation that emerging professions can use as models, no emerging profession should be a slave to convention.
New paradigms of health and wellness may well require the creation of new regulatory paradigms. At a minimum, efforts to create a conventional self-regulatory structure may benefit from a healthy degree of skepticism and experimentation so that the soul of the field is honored and nurtured as the profession becomes increasingly established and recognized.
The work of self-regulation is never complete. As soon as an emerging profession creates any regulatory structure, the weaknesses and omissions of the structure will start to become apparent. Also, the growing experience and expertise of practitioners and educators will bring about new aspirations for the development of the field. The sheer growth and success of a profession will, over time, necessitate the reformulation of structures and standards.
This ongoing work, painstaking as it usually is, should be welcomed, as it often results in continued improvement in education and in quality of services offered by practitioners. References Institute for Accrediting Excellence Retrieved September 4, from www. International Organization for Standardization Ogubemi, S. Accountability through public opinion: Inertia to public action. The blind spot in the twentieth-century toolkit of economics and management can be summarized in a single word: consciousness.
Otto Scharmer. Introduction The current efforts to bring yoga into institutions are important, but fall well short of what is possible. One significant reason for this shortcoming is a form of asmita mistaking the self for the Self, or small mind for the big mind that is prevalent both in our Western culture and the yoga community embedded within that same culture.
Beginning with a brief summary of current context of the situation today followed by present day discoveries, this chapter will then offer resources and suggestions for the future unfoldment of consciousness through human institutions. For all of the talk about unity and being one, it is fascinating to observe how almost all yoga is then practiced and delivered from the perspective of the rugged individual and focused on the suffering of that individual.
Our minds, lined with velvet, result in our silently and softly falling into the pattern of the asmita Sanskrit for ego of the individual, like silverware into slots in a fine velvet silver chest. These ruts keep us focused on the parts, be they the individual system of the person practicing yoga or a class sharing a common diagnosis or ailment. This focus on the parts prevents yoga teachers from seeing the paradigmatically invisible unity of relationships that weaves the cloth of the whole of yogamind.
Is there a voice for the collective institutional culture to correct these wellness issues or is it even safe from a job security perspective for the individual to point to these threads that generate the stress and pressure that push the blood pressure higher despite a few good OMs aums?
Taylor individually and the larger yoga community in general to acclimatize the present day strategies to reach the full potential of the practice. Current Discoveries Fostering New Possibilities This chapter shares the highlights of these discoveries and will hopefully lead the reader to explore the topics as part of their Jnana Sanskrit for path of knowledge Yoga.
When glimpsed through a yoga-lens of possibilities, such discoveries are remarkable, but to date have largely remained silent with the exception to parts application. Here are the highlights. The school and the research that supports this definition are of high quality. And largely no one has noticed. If mind exists between humans, what are the yogic technologies to promote stability of such a mind? Three years earlier, Senge, Scharmer, Jaworksi, and Flowers published Presence: human purpose and the field of the future and described multinational corporations as potentially the highest level of evolutionary development displacing the individual human.
At the time, Senge et al. Each of the authors has gone on to produce additional works with tools that are now being used with Fortune 50 companies. These actions of prototyping are scrutinized just as individual asana allows for feedback loops of enhancement and further discovery, ultimately leading to transformed individuals and institutions. How and why this might work can be connected to what Siegel describes as interpersonal neurobiology.
Organizational Yoga Therapy 43 Mind Does Not Equal Brain, But Brain Points to Aspects of Mind A word of caution regarding the following information: so easily we can slip back into our rut of asmita when presented with the emerging neuroscience typically based on imaging and recording brain activity.
Terms like neuroplasticity, mirror neurons, compassion studies, and lizard brain lure us into wanting to understand in order to be able to fix.
Are there classical writings that pointed to this? If this is true, then how might it change my practice or teaching? With those types of questions in mind, consider the following snippets: Neuroplasticity: Brain imaging studies are the hot ticket to getting what little funding there is available at this time. Too often these get misinterpreted as the mind is in the brain, brain creates the mind, etc. Beware such simplicity. Brain anatomy, relationships, the physical body, the environment, nutrition, and so much more appear to be woven into this fabric of mind.
So with that said, it is amazing that there are great studies demonstrating the practice of attention changing neural structures neuro-plastics and how movement habits can alter neural connections leading to enhanced movement strategies with measureable outcomes of function.
The novelty and diversity of movement strategies from just a postural asana class utilizes these capacities, let alone the additional breadth of stimuli from a full-spectrum yoga therapeutic process including the many other yoga technologies. The chronic pain literature is a wellspring of yogic inquiry as conventional rehabilitation literally rediscovers the influences of the koshas sheaths by other names i.
Neil Pearson and Marlysa Sullivan are two yoga-based physical therapists who have written widely on these principles see, for example, Pearson, ; Sullivan, The take away from the neuroplasticity discoveries is that we continue to discover that the previously held rigidity around identifying and fixing just the broken parts continues to shift with the impermanence of structure as well! Mirror neurons: While hyped as pointing toward group mind or societal yogamind, very little research has been done with humans.
If we do have neurons that mirror goal-directed behaviors of others, what are the implications and responsibilities that these suggest for the many layers of individuals that make up organizations from frontline delivery staff to CEOs? What behaviors do we emulate as teachers or therapists and how do they influence our students or the members of the institutions we are serving?
The Lord Supreme, who is Satisfaction Supreme as well, Resides in every heart, Yet nobody wants to believe in this Eternally sacred and secret message.
Translation by Sri Chinmoy, November Ar katokal Ar katokal kandbo mago ar katokal kandbo Andhar ghare ekla base tomai bhalobasbo Tumi jano gopan katha Amar hiyar byakulata Nitya kena kalo shaman Prane amar kare dahan Ar karona deri mago ar karona deri Tumi amar bishwa mata Jishur jeman Meri Music and Lyrics by Sri Chinmoy, How long more shall I cry, Mother? How long shall I cry In a dark room alone, loving You? You know my secret thought. Why does dark death torture me every day?
How long will You delay, Mother? How long will You delay? Anyai abichar Anyai abichar charidike anyai abichar Keha nahi chahe hai prashanti sagarer srotadhar Music and Lyrics by Sri Chinmoy, Januar Yet another injustice! In whichever direction we look we find yet another injustice. Alas, nobody wants the wave-flow of the Ocean of Peace. Bahir haye Bahir haye eso prabhu je acho antare Khana kaler abhas hate Chira kaler tare nishar duar khule eso diner aloke Shunbo tomar mantra bani dekhbo tomai chokhe Rakhbo tomai purobhage pujbo tomai anurage Rekho amai aral kare eso prabhu tomar kare Music and Lyrics by Sri Chinmoy From the outside do come in, O Lord, and stay in my Heart.
May I receive a glimpse of You, even for a fleeting moment. Christian Arnsperger. Jakob Ulrik Ahlers. Brian Luzader. Marko Uibo. Tierro Cosmico. Lua Cheia. Andrew Young. Fenan Dawit. Richard Stringfellow. Tristian Bougeard. Nate Lucas. Nicole Kiaya. Marc 'Kundalini'. Ruslan Zh. Matan Levi. Adam Cuttlebone. Not lots of sounds Has Indian music in the starting and the beats follow up Do give it a try.
Description : A song made when i was having a perfect summer this year. Flute and saxophonic with tabla input. Description : Holy holy holy crap. All other sounds came from GarageBand sound bank. Dare I say I recycled a bass line from another track of mine? First one to tell me which track, wins! I couldn't help it The biggest challenge was matching off BPM's from the different loops and pellas. Hopefully I've mapped everything ok. Everything handmade. Description : Ttabbla ft. Annoyingly though it doesn't have a record facility or any means of exporting a performance into another app.
But I wanted to use tablas in my next tune so I started looking around on the web and discovered the excellent Looperman site where I not only found tablas but also some superb accapella downloads which are also featured in this track.
Workflow: Having located tabla loops and vocals as described above I began by laying down the tabla loops in Multitrack DAW and then loosely positioning the vocal extracts where they seemed to fit best. This left gaps of unequal length and requiring different stresses to complement the vocal and so I built the drums in the trusty ally I have in MusicStudio, currently my favourite app for composition.
I actually built two tracks and then duplicated them and used different kits on the same midi notes, equivalent to re-amping a guitar track which is a technique I discovered in Amplitube. Had lots of fun melding these four drum tracks into the tabla and vocal bed, so much in fact, that I didn't leave breathing room for anything else much except rather restrained 12 string guitar picking in a drop D tuning two tracks, one dry one with phasing and chorus fx and two modest contributions of bass which I DI'd into MTDAW.
To give an underlying pulse to the track I took one note from the lowest drum I could find and lowered the pitch still further and also lengthened it in TwistedWave.
I looped the result through the entire length of the track but had terrible trouble later trying to make it sound good in mp3 versions used for uploading to SoundCloud and so on. An important lesson learned here in finding that my track will sound wonderful in the native app prior to mixdown to the. I have a new regime now to try and get an overall better mix.
I first do the mix using headphones, then check it on my car stereo, then on my iPhone earbuds and finally compare all three instances against a commercially recorded track as a reference. I make notes of my impressions and then return to the mix and tweak it until the result is a pleasing compromise. I'm not an audiophile by any means and years of abuse to my ears has probably blunted their sensitivity although thankfully I don't yet suffer from tinitus but I still strive for my kind of perfection.
So this track stumbled towards the light, not through the result of any white-hot creative frenzy but rather through a desire to somehow use the tabla sound I had temporarily fallen in love with - and the vocals were an unexpected bonus! It is just a 'concept' track. Did not put in too much effort in refining the tonal characteristics, etc.
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