An Ayurvedic Review on Madatyaya W.S.R Alcoholism - Juniper Publishers

An Ayurvedic Review on Madatyaya W.S.R Alcoholism by Dnyaneshwar Kantaram Jadhav in Global Journal of Addiction & Rehabilitation Medicine - Juniper Publishers

In Ayurvedic samhita Madya Varga explained under one of 12 Ahara Varga. It is used as Ahara Dravya (Food Adjunct), as Anupana (After Drink) or as Aoushadhi (Medicine). In sushrut Samhita there is reference of it is also used for Sandnyaharana (Anesthesia) in Shastra Karma (Surgeries). On the basis of use, Madyais classified into two types- as medicine and as beverage. it is further classified into 5 types depending on method and raw material used viz; Asava, Arishta, Sura, Varuni, Sithu. Out of that first two are used for medicine & remaining as beverages. Madya (Alcoholic Beverages) is one which produces Mada (Excitement). When consumed with proper rules about quantity, time and procedure, it gives happiness, strength, reduces fear, strain and act a as Amrut (Nector) for the body.But the same when consumed without following these rules it results in Madatyaya.

https://juniperpublishers.com/gjarm/GJARM.MS.ID.555563.php

https://juniperpublishers.com/gjarm/pdf/GJARM.MS.ID.555563.pdf

Entwistle’s Epistemology: Job Coaching for Meaning - Juniper Publishers

Entwistle’s Epistemology: Job Coaching for Meaning by Anthony Shay in Global Journal of Addiction & Rehabilitation Medicine - Juniper Publishers

Entwistle suggests four fundamental approaches to learning: deep, strategic, surface, and apathetic learning. These approaches to learning represent a continuum of learning from the more comprehensive and in-depth approach to a more superficial, rote memorization approach to learning. These strategies vary in terms of the depth of learning that takes place-deep learning being the most integrated learning and apathetic involving only a “bits-and-pieces” approach to internalizing information. Competence in using a particular approach is context dependent: “an approach, strictly speaking, can only be applied with any confidence to a particular teaching-learning environment, as the approach is the result of an interaction between the student and that context” (2000, p.4) [3].

https://juniperpublishers.com/gjarm/GJARM.MS.ID.555559.php

https://juniperpublishers.com/gjarm/pdf/GJARM.MS.ID.555559.pdf