UNIVERSITY of ALTERNATIVE STUDIES

Providing Tuition-Free Online Academic Studies in Scientific Parapsychology.




Degree Program: Clairvoyant Studies


UNIVERSITY PROFESSIONAL EDUCATION IN PARAPSYCHOLOGY


Clairvoyance Degree
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Clairvoyantology is a sub-discipline of scientific parapsychology involving over a century of interdisciplinary research involving the psychical influence and analysis of a hypothetical objective environment termed the universal information system in which is capable of storing, retaining, and recalling information pertaining to past objects and events, remote objects and events in real-time, and probabilistically determining the potential trajectory of future events. In addition, the analysis of anomalous communication with immaterial entities. This Second-Degree Program provides a detailed framework, without complicated equations, onto which more advanced concepts can be applied. For students of Clairvoyant Studies, this Second-Degree Program will be a revelation of what actions and influences Clairvoyants are involved in and exactly how a Clairvoyants can take their psychical ability to a completely new level step-by-step.

Second-Degree Program Admission Requirements – Must hold a bachelor’s degree from a college or university accredited by a organization recognized by the Council for Higher Education Accreditation (CHEA) or that is accredited by the Commonwealth of Australia Tertiary Education Quality Standards Agency (TEQSA). Other institutions that have government oversight may qualify. Applicants must mail official transcripts unless verification is available through an online searchable database. For more information, please see Recommended Prerequisites and Academic & Career Expectations. Application fees are non-refundable. Diploma fees are not required until graduation.


Enroll in Clairvoyant Studies!

Open Access. Application & Valid Bachelor’s Degree Required.

Study Materials Included (Videos, Assignments, Exams).

UAS B.S. Clairvoyant Studies Second-Degree.

Total Hours: 43hrs. | Courses: 9

Student Interaction Available.

Program Enrollment Period: Unlimited

Program Fees: Textbook + $50 Diploma Fee (optional)


Program Developer: Theresa M. Kelly | View Example Reading Assignment | View Example Video Presentation


Clairvoyance is the psychical influence of an objective environment [i.e. or Universal Information System, Psychic Reservoir, or Nature], which is assumed capable of storing, retaining, and recalling information pertaining to the past and current states of objects and events, involved in the interim integration, processing, shifting, and retrieval of information pertaining to objects and events in real-time, and probabilistically determining the potential trajectory of future events. This is all achieved through the act of an experient [Clairvoyant] requesting and receiving information pertaining to past events [Postcognition] via the systems long-term information storage, and pertaining to remote current events [Remote Viewing/Sensing or Contemporaneous ESP] via the systems working memory or short-term information storage. This is also achieved through the computation of relative causal knowledge encompassing deterministic and random variables, which are hypothesized to be stored by the system and retrievable by the experient [Precognition].

In addition, Clairvoyance includes anomalous communication with immaterial entities [Mediumship] most commonly referred to as apparitions (ghosts) or spirit guides, which are believed to have a form of consciousness and element of personality. Assuming thought to be the basis of consciousness, this form of communication requires specific mental processes by which experients utilize for thought transference between the experient and immaterial entities. These thoughts are also transferred through intuitive, or emotional, modes or through several hallucinatory sensory modes including visual, auditory, olfaction, gustatory, and somatosensory modalities.


Clairvoyantology /clair·voy·an-tol-o-gy/

  1. The alternative scientific study of the psychical influence of information receptivity pertaining to past, real-time, and future states.

Professional Title: Clairvoyantologist

Designatory Letters Example: Jonathan Smith (B.S.CLV.S.)

 


:: What You Will Learn and Excel in

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This Bachelor Degree Program focuses on the scientific aspects of Clairvoyant Studies. For and in-depth overview of what is included in this program, please visit Course Overviews below, as they outline everything that is taught throughout the program. Courses in the program vary on focus including:

  • Mechanics/Dynamics of Psychical Phenomena: Learn about the how’s, why’s, when’s – and when not’s – of an ability as a means to optimize for frequency of occurrence and quality of performance.)
  • Phenomenology: Learn detailed information to differentiate between types and sub-types of psychical phenomena.
  • Techniques and Strategies: Learn the step-by-step processes and methods to control/ utilize intentional psychical influence as a means to improve accuracy and dependability of performance.
  • Therapeutic and Experimental Applications: Learn how to apply professional therapeutic approaches to psychical influence and learn about leading methods of the empirical testing of psychical phenomena.
  • Coping and Maintenance: Learn how to optimize life for easy of psychical usability through mediation, energetic regulation, diet, and overall mental and physical well-being.)
  • Enhancement: Learn how to enhance psychical influence via light and color.

In addition, applying the information provided in this program will assist those desiring to excel in:

  • Presenting all the relevant information and crystallizing concepts as clearly as possible.
  • Identifying, analyzing, and examining the details of complex interrelationships between people, objects, and information.
  • Identifying patterns and correlations otherwise unnoticed by other people.
  • Analyzing and structuralizing local and extended environments via the identification of illogical and inefficient procedures and policies.
  • Developing and implementing comprehensive systems to solve organizational problems.
  • Decision-making, extroversive activities and functions, make long-term plans and set long-term goals.
  • Being emotionally well rounded and highly empathic towards others.
  • Being highly skilled in contributing to the well-being and happiness of people – living, or discarnate.
  • Noticing specific details and subtle differences in people i.e. people-reading.
  • Creating an orderly and harmonious environment at work and home, and so much more.

Second-Degree Program Objectives:

  • To promote and raise the professional standards, practices, and ethics of those engaged in the field.
  • To improve psychical performance through professional growth, wellbeing, and the development of experiential skills.
  • To foster professional contributions to the field.
  • Provide a solid foundation in the analysis of a hypothetical objective environment termed the universal information system in which is capable of storing, retaining, and recalling information pertaining to past objects and events, remote objects and events in real-time, and probabilistically determining the potential trajectory of future events. In addition, the analysis of anomalous communication with immaterial entities.

Students who complete this program will:

  • Demonstrate a knowledge base of major experimental findings and theoretical perspectives in parapsychology.
  • Apply basic research methods, including research design, data analysis, interpretation, and measurement.
  • Apply parapsychological principles to personal, social, clinical, and experimental issues (i.e., Identify appropriate applications of parapsychology).
  • Comprehension and the ability to explain the origins/causes of psychical experiences.
  • Competence in interpreting, addressing, and enhancing the psychical experiences of others especially in regard to clairvoyant experiences.

Benefits of Second-Degree Program:

  • Develops a sense of personal and professional satisfaction.
  • Demonstrates a commitment to excellence in the field.
  • Provides growth of professional knowledge and expertise.

:: Course 101 – Models of Psi Mediation

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Addresses both classical and quantum mechanical modeling approaches to psi phenomena including those pertaining to the role of psi phenomena such as the psi-mediated instrumental response (PMIR) and relative need-serving qualities of psi, psychokinesis as a primary psi process, and psi as a product of evolution via Darwinian theory. Addresses classical models including electromagnetic models, energy field models, and the zero-point field model. Addresses associations of psi phenomena with quantum theory, and new approaches to such phenomena via quantum mechanical modeling. Addresses an elaboration on the essential role of quantum information theory in regards to psi phenomena, the view of computational living systems, the macroscopic challenge for quantum computation and psychical research, the quantum efficiency of psi, and the non-local communicative nature of psi. Addresses the part played by Nature in regards to the mediation of psi via a hypothesis addressing Nature as an experient accessible universal information processing and storage system with features of four dimensionalism. Addresses Geomagnetic entanglement, permanent and seemingly macroscopic entanglement, and quantum non-local communication in regards to psi.

Total Hours (Reading): 1.6 | Total Hours (Assignments): 3.5


:: Course 102 – Models of the Experiential Phase of Psi

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Addresses the psychological aspects of how and when human beings are able to utilize psi through promising models including models involving quantum mechanical approaches to cognition, and memory models. Such models of psi manifestation attempt to explain how extrasensory information enters the central nervous system or information processing center, and how the system deals with that information. In regards to psychokinesis, such models attempt to explain what manner of information processing is taking place, and what the requirements for the information to be transmitted into the environment are. Addresses the biological utilization of non-local communication, the reverse direction problem, the binding problem, the human brain and neuro-quantum interactions, and brain stimulation via circumcerebral magnetic fields. Addresses the question whether a quantum-like approach is actually more advantageous over classical approaches, and addresses quantum mechanical principles, properties, and features resulting in cognitive effects related to content sensitivity, association, the human lexicon, and psychological function in general. Addresses quantum-like mental entanglement, how this new quantum mechanical approach is shedding light on an array of anomalous experimental results composed over the greater portion of a century, pseudo-sensory models, memory models involving memory theory and associated phenomenology, receptive psi processes, memory and psi processes, the first sight model, psi requirements, and the part played by the default mode network.

Total Hours (Reading): 1.15 | Total Hours (Assignments): 3.5


:: Course 103 – Models of Extrasensory Perception

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Addresses the psychical influence of information via an experients influence over the biological basis of consciousness and the mental process by which we perceive, act, learn, and remember (Telepathy), the influence of our objective environment (Clairvoyance), the stages of sensory processing i.e. sensation and perception, sensory systems, and sensory modalities, and the four stages of extrasensory perception including the sensory anticipation of the event, subliminal registration of the sensation, experience of a collection of sensations that the brain attempts to construe, and the attributed understanding of the experience. Addresses a biophoton model in regards to ESP involving ultra weak biophoton (bio-light) emissions (light from within and emanating from human beings capable of cooperation and communication throughout the entire mind and body), biophotonic processes and effects, the measurement utilization for indicating cellular and overall health, emissions as a by-product of cellular metabolism and an overall regulating field, and the “master conductor” role of DNA as the most fundamental source of biophoton emissions capable of emitting a wide range of frequency-based communication at the quantum level internal and possibly external to the body. Addresses additive and subtractive extrasensory information, changes in direction of orientation, or intention, requirement of uncertainty, metaphorical and fragmentation issues, our extension beyond space-time, the bimodal nature of psi, psi-unconducive states (e.g. disinterest, distraction, anxiety, and conscious work), and psi-conducive states (e.g. uncertainty, confusion, and disorientation). Addresses predispositions to psychical experiences including intention, extraversion, motivation, creativity, innovation, and experiential skills. Addresses the phenomenological approach to extrasensory including Telepathy vs. clairvoyance, temporal features, general extrasensory perception, realistic and unrealistic dreams, intuitive impressions, and hallucinations.

Total Hours (Reading): 1.6 | Total Hours (Assignments): 3.0


:: Course 104-A – Models of Clairvoyance I

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Addresses the four modes of Clairvoyance. These include Clairvoyant Cognition, which is defined as the phenomenologically indirect knowledge of an object or event via Nature; including Metal Mediumship, which is defined as the anomalous communication with immaterial entities most commonly referred to as discarnate spirits (i.e. ghosts) or spirit guides, which are believed to have a form of consciousness and element of personality, or the anomalous communication with Nature, which some believe to be an aggregate of consciousness, or “universal consciousness,” assumed “friendly,” but possessing a neutral personality (i.e. behaviors, temperament, emotions, etc.), an topics on the Survival Hypothesis, Super-Extrasensory Perception Hypothesis, the Mediumistic Search-Based System Model, and touch on features of Clairvoyance including Claircognizance, Clairvoyance, Clairaudience, Clairsentience, Clairsentinence, Clairalience, and Clairgustance; Clairvoyant Interaction, which is defined as “the causal influence of an entities mind” onto an experient without the intervention of the five senses;” including Trance Mediumship, Channeling, and Possession. Additional topics include Automatism, Xenoglossy, Physical Mediumship, Ectoplasm, and Psychopomps; Clairvoyant Simulation, which is defined as a case in which an experients mental or physical state appears to produce an accommodating effect in Nature, or Nature produces an accommodating effect within itself or the experient to satisfy the needs of the experient; including Probability Shifting.

In addition, the course addresses the temporal facets of Clairvoyance including Retrocognition or Postcognition, which is defined as “the purported paranormal transfer of information about an event or object in the past,” including the topics of Cryptomnesia, Psychometry, and the Recorded Search-Based System Model; Contemporaneous Clairvoyance, which is defined as the “perception of information about places or events through paranormal means during the time at which they are occurring,” including the topics of Remote Viewing and Remote Sensing, and the Real-Time Search-Based System Model; and Precognition, which is defined as “a form of extrasensory perception wherein a person is said to perceive information about places or events through paranormal means before they happen,” including the topics of the Arrow of Time, and Principle of Causality, Premonitions and Presentiment, Precognitive Dreams, Déjà vu, Selection Bias, Unconscious Perception, Self-fulfilling Prophecy and Unconscious Enactment, the Probabilistic Search-Based System Model, Determinism and Indeterminism, Heisenberg Uncertainty Principle, and Entropy.

Total Hours (Reading): 1.8 | Total Hours (Assignments): 3.0


:: Course 104-A – Models of Clairvoyance II

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Addresses intentional Clairvoyant experiences i.e. instances when the Clairvoyant is consciously aware of the need to influence and the act of influencing. This course breaks down clairvoyant processes into several stages assumed required for each clairvoyant mode (e.g. initiation, selection, exploration, formulation, collection, and search closure). Techniques for Clairvoyant Cognition include Mind Mapping, Concept Mapping, Top-down and Bottom-up Strategies, Method of Loci (visual-spatial mapping), Memorization via Repetition, and Directed Cognition via Divination. Techniques for Clairvoyant Interaction include Trance Induction and Sensory Modalities; Signs of Successful Induction, Auditory Induction, Kinesthetic, and Visual Induction. Also addressed is Non-Verbal Entity Communication such as various established and developed communication systems including both automatic and guided systems. Techniques for Clairvoyant Simulation include Positive Thinking and Speaking. Techniques for Temporal Features of Clairvoyance are additive to cognitive, interactive, or simulative techniques, and can include the utilization of various types of timetables to organize information chronologically.

Total Hours (Reading): 1.25 | Total Hours (Assignments): 3.5


:: Course 104-A – Models of Clairvoyance III

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Addresses practical applications in regards to Clairvoyance including therapeutic and experimental applications. Therapeutic applications addressed include Psychotherapy, Psychoanalysis, Psychodynamic Psychotherapy, Behavior Therapy, Cognitive Therapy, and Grief Counseling. Course includes an overview of types of therapy, relative factors of therapy associated with clairvoyant professional practice, and several relative therapeutic techniques. This course addresses experimental Clairvoyance including experimental effects such as; the experimenter effect, position and decline effects, differential effects, displacement, effects in post hoc analysis, and addresses the improvement role of feedback. In addition, research methods are addressed including qualitative research analysis, quantitative research analysis, and probabilistic research analysis. Also addressed are experimental targets for Clairvoyance including intuition-based targets, hallucination-based targets such as; visual targets, audio targets, olfactive targets, and temporal targets. Experimental applications addressed include a brief overview of procedural techniques and methods followed by computer simulation, reversed rehearsal, random event shifting, sensory deprivation, which addresses the five levels of hallucination (i.e. visual noise, light/dark flashes, colorful visuals and hypnagogic hallucinations, objects and environments, and overriding of physical perception). Also addressed is the Ganzfeld simulation experiment, a dream state experiment, and psychophysiological experiments involving cortical measures and autonomic nervous system measures.

Total Hours (Reading): 1.55 | Total Hours (Assignments): 3.5


:: Course 105 – Psychical Profiling

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Addresses psychological profiling in parapsychology in regards to ESP and PK performance. Addresses increased reactivity to psychical stimuli due to anxiety, psychical and Myers-Briggs personality type correlations, and Clairvoyance associated personality types (e.g. Type I – Typical, Type II – Typical 2, Type III – Atypical). Topics include associated psychological effects, and MBTI associated information. Also addressed is physiological health profiling involving physiological response to psychical stimuli per type, cognitive correlations, colorization (type) profiling, complexities of colorization, and the effects of colorization on the psychological system, physiological system, and the psychical system. Topics also include dichotomous aspects, and enhancement elements per type including detailed specifications. In addition, the placebo effect is addressed along with the benefits of colorization enhancement, and enhancement via socialization. Lastly, PsiMatics is addressed, which involves psychical enhancement via geometric patterns that can result in creating measurable electrical and magnetic fields, which may happen due to a process of amplification similar to the amplification associated with symbols utilized in several forms of alternative medical treatments.

Total Hours (Reading): 2.5 | Total Hours (Assignments): 3.0


:: Course 106 – Meditation

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Defines meditation and addresses the importance of mental health, physical health, and therefore psychical health. The course also addresses the intersection of neuroscience and meditation including topics such as; Neuroplacticity, mechanisms of mind/body interaction, physiological baselines, and neuroelectric and neuroimaging correlates. In addition, the course addresses high arousal verses low arousal meditation types. Includes low arousal types such as; concentration verses mindful meditation, and methods of meditation such as; mantra mediation, deep breathing meditation, visual imagery meditation, physical object meditation, yoga, qigong, tai chi, and music meditation. High arousal types include topics on rhythmic induction, target heart rate, and several types of high arousal (rhythmic induction) trance meditation including aerobic exercises such as; aerobic dance, swimming, jogging, running, elliptical training, and cycling. In addition, this course addresses getting started in a meditation practice and maintaining motivation., and addresses the important aspects and requirement of a well balanced lifestyle and diet for psychical stability and performance. Topics include effects of round-the-clock schedule, insufficient sleep, caffeine, herbal, vitamin, and mineral supplements, tobacco, over-the-counter medications, alcohol, marijuana and psychedelics, and lastly, addresses diet and blood type correlations.

Total Hours (Reading): 1.6 | Total Hours (Assignments): 3.5


:: Course 107 – Psychical Ethics

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This course addressees psychical morality and ethics and the reason they matter. Includes a psychical oath, addresses the difference between morals and ethics, defines the caring response, addresses autonomy, duties, and the six-step ethical processes (i.e. gather relevant information, identify the type of ethical problem, use ethics theories or approaches to analyze the problem, explore the practical alternatives, complete the action, and evaluate the process and outcome). Topics also include maintaining personal integrity, addresses self-deception, the responsibility to improve the self, living with the business aspects, practice (peer) evaluation, unethical or incompetent practice, confidentiality, and informed consent. Topics also include ethical issues and end-of-life care such as; assisted suicide and euthanasia, includes ethical expressions and manifestations, and lastly, the consequences of unethical conduct as a professional. This course also addresses the ethical and professional standards for parapsychologists including topics on the protection of participants, funded research, responsibilities and rights of scientific collaborators, responsibilities related to scientific publication, responsibilities and obligations towards colleagues, responsible dissemination of information to the public, and protecting professionalism in the field.

Total Hours (Reading): 2.5 | Total Hours (Assignments): 1.5


:: Assignments & Exams

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There are several types of assignments associated with this program. All assignments must be successfully completed in one course before moving on to its following course. Some assessments are graded while others exist exclusively for the benefit of enriching the learning process (e.g. critical thinking).

  • Reading Assignments – The first step in all courses is the reading assignment. There are 2 reading assignments per course. While this sounds like a simple enough task, it can be a tough one. These assignments take students through the program textbook concept by concept, chapter by chapter, course by course. These assignments will permit the student the ability to complete other course assignments and pass their exams. Therefore, these assignments are the most critical, and therefore, should be taken at the students own pace.
  • Reflection Assignments – These assignments help students thoughtfully process their reading materials. It helps them critically assess and understand what they are reading and learning. Each answer should be at least 250 words, or 3 paragraphs. These questions are not graded. In addition, there is no time limit on these assignments while taking these assignments.
  • Application Assignments – These assignments help students practically apply the information provided as a means to bridge abstract concepts in to the real world. These assignment will ask you to list several things. Please make these lists detailed, and answer the subsequent questions provided. Each answer should be at least 250 words, or 3 paragraphs. These questions are not graded. In addition, there is no time limit on these assignments while taking these assignments.
  • Video Presentation Assignments – These assignments require the student to view video+audio presentations pertaining to program content developed to visually extend on textbook content. These presentations can include images and diagrammatical representations of parapsychological concepts. Presentations range from recommended viewing to required program assignments (i.e. viewing is required to in order to complete other assignments).
  • Terminology Matching – These assignments require the student to match up terminology utilized in certain chapters with its respective definition. These assignments must be successfully completed in one course before moving on to its following course (i.e. must have a score of 100%). There is no limit to how many times you can attempt this assignment, and the students highest grade will be the recorded grade. In addition, there is no time limit on these assignments while taking these assignments.
  • Exams – There are 9 exams in total, and 1 attempt at each exam allowed. The questions in the textbook are the questions on exams. A student must achieve a score of 70% or higher on each exam to compete this program and receive their diploma. Upon program completion, the student will receive their personalized diploma via the email address attached to their student account. Personalization can take up to 48 hrs.

:: Curriculum

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CLVc101

Models of Psi Mediation – Classical and Quantum Approaches

  1. Introduction to Psi Modeling
  2. The Role of Psi
  3. Electromagnetic Models
  4. Energy Field Models
  5. Zero-Point Field Model
  6. Quantum Mechanical Models
  7. Quantum Information
  8. The Nature Hypothesis
    1. Conceptual Information
    2. Contextual Information
    3. Subsystems
    4. Geomagnetic Entanglement
    5. Permanent Macroscopic Entanglement
  9. Quantum Non-Local Communication
CLVc101-10S1 (C) – Course One

CLVc102

Models of the Experiential Phase of Psi – Quantum Mechanical and Cognitive Aspects

  1. Quantum Entanglement at the Macroscopic Scale
    1. Biological Non-Local Communication
    2. The Human Brain and Neuro-Quantum Interactions
  2. Quantum Mechanics & Cognitive Science
    1. Quantum-like Mental Entanglement
  3. Pseudo-Sensory Models
  4. Memory Models: Memory Theory and Associated Phenomenology
    1. Receptive Psi Processes
    2. Memory and Psi Processes
    3. Memory and the First Sight Model
CLVc102-10S2 (C) – Course Two

CLVc103

Models of Extrasensory Perception – A Quantum Mechanical Approach to ESP Phenomenology

  1. Sensation and Perception
    1. The Sensory Systems
    2. Sensory Modalities
    3. Perception
  2. The Stages of Extrasensory Perception
  3. Biophoton Model
  4. The Hypothesis of Functional Equivalence
  5. The Bimodal Nature of Psi
    1. Psi-Unconducive States – Disinterest or Distraction
    2. Psi and Anxiety
    3. Conscious Work vs. Extrasensory Performance
    4. Psi-Conducive States – Uncertainty, Confusion, or Disorientation
  6. Psychical Predisposition
    1. Intention
    2. Extraversion
    3. Motivation
    4. Creativity and Innovation
    5. Experiential Skills
  7. Phenomenology of Extrasensory Experiences
  8. Telepathy vs. Clairvoyance
  9. General Extrasensory Perception
    1. Realistic and Unrealistic Dreams
    2. Intuitive Impressions
    3. Hallucinations
CLVc103-10S2 (C) – Course Three

CLVc104-A

Models of Clairvoyance I – Association and Phenomenology

  1. Clairvoyant Association
  2. The Phenomenology of Clairvoyance
    1. Clairvoyant Cognition
    2. Mental Mediumship
      1. The Survival Hypothesis
      2. Super-ESP Hypothesis
      3. Mediumistic Search-Based System Model
      4. Mechanistic Properties of Anomalous Cognition
    3. Clairvoyant Interaction
      1. Mechanistic Properties of Anomalous Interaction
      2. Physical Mediumship
      3. Psychopomps
    4. Clairvoyant Simulation
      1. Probability Shifting
      2. Tense Information
      3. Mechanistic Properties of Anomalous Sharing and Shifting
  3. Temporal Phenomenology
    1. Retrocognition/Postcognition
      1. Recorded Search-Based System Model
      2. Neurological Causation and Postcognitive Processes
      3. Tense Information
      4. Mechanistic Properties and Postcognition
    1. Contemporaneous Clairvoyance
      1. Real-Time Search-Based System Model
      2. Neurological Causation and Remote Viewing/Sensing Processes
      3. Tense Information
      4. Mechanistic Properties and Contemporaneous Clairvoyance
    2. Precognition
      1. Probabilistic Search-Based System Model
      2. Neurological Causation and Precognitive Processes
      3. Tense Information
      4. Mechanistic Properties and Precognition
CLVc104A-10S2 (C) – Course Four A

CLVc104-B

Models of Clairvoyance II – Intentional Clairvoyant Experiences and Techniques

  1. Techniques: Cognition
    1. Mind Mapping
    2. Concept Mapping
    3. Top-down and Bottom-up Strategies
    4. Method of Loci – Visual-Spatial Mapping
    5. Memorization and Repetition
    6. Directed Cognition via Divination
  2. Techniques: Interaction
    1. Sensory Modalities and Trance Induction
      1. Auditory induction
      2. Kinesthetic Induction
      3. Visual Induction
    2. Non-Verbal Entity Communication
  3. Techniques: Simulation
    1. Positive Thinking and Speaking
  4. Techniques: Temporal
CLVc104B-10S2 (C) – Course Four

CLVc104-C

Models of Clairvoyance III – Therapeutic and Experimental Applications

  1. Psychoanalysis
  2. Psychodynamic Psychotherapy
  3. Behavioral Therapy
  4. Cognitive Therapy
  5. Grief Counseling
  6. Experimental Telepathy
    1. Experimental Effects
      1. Experimenter Effect
      2. Position and Decline Effects
      3. Differential Effect
      4. Displacement
      5. Variance Effect
      6. Effects in Post Hoc Analyses
      7. Improvement Role Feedback
    2. Research Methods
      1. Qualitative Research Analysis
      2. Quantitative Research Analysis
      3. Probabilistic Research Analysis
  7. Experimental Applications
    1. Clairvoyant Experimental Targets
      1. Intuition-Based Targets
      2. Hallucination-Based Targets
        1. Visual Targets
        2. Audio Targets
        3. Olfactive Targets
        4. Temporal Targets
    2. Procedural Techniques and Methods
      1. Computer Simulation
      2. Reversed Rehearsal
      3. Random Event Shifting
      4. Sensory Deprivation
        1. Level1: Visual Noise
        2. Level 2: Light/Dark Flashes
        3. Level 3: Colorful Visuals and Hypnagogic Hallucinations
        4. Level 4: Objects and Environments
        5. Level 5: Overriding of Physical Perception
        1. Ganzfeld Simulation Experiment
      5. EEG-Based Experiments
        1. Photic Stimulation Experiment
        2. Dream State Experiment
CLVc104C-10S2 (C) – Course Four

CLVc105

Psychical Profiling – Psychological, Physiological, and Psychical Health

  1. Proof-Orientated vs. Process-Orientated
  2. Psychological Profiling
    1. Increased Reactivity to Psychical Stimuli Due to Anxiety
    2. Psychical and Myers-Briggs Personality Type Correlations
    3. Associated Personality Types
      1. Associated Psychological Effects
        1. Myers-Briggs Types
  3. Physiological Profiling
    1. Associated Physiological Effects
  4. Cognitive Correlations
  5. Colorization Profiling
    1. Complexities of Colorization
    1. The Psychological System
    2. The Physiological System
    3. The Psychical System
    4. Dichotomous Aspects
    5. Enhancement Elements
    6. The Feel of Enhancement
    7. Not Just a Placebo Effect
    8. Benefits of Colorization Enhancement
  6. PsiMatics
CLVc105-10S1 (C) Course Five

CLVc106

Meditation – Enhancing Skill Through Psychophysiological Well-Being

  1. Importance of Mental Health
  2. Importance of Physical Health
  3. The Intersection of Neuroscience and Meditation
    1. Neuroplacticity
    2. Mechanisms of Mind-Body Interaction
    3. Physiological Baselines
    4. Neuroelectric and Neuroimaging Correlates of Meditation
  4. High Arousal vs. Low Arousal Meditation
  5. Low Level Arousal
    1. Concentration vs. Mindful Meditation
  6. Methods of Meditation
    1. Mantra Meditation
    2. Deep Breathing Meditation
    3. Visual Imagery Meditation
    4. Physical Object Meditation
    5. Yoga
    6. Qigong
    7. Tai Chi
    8. Music Meditation
  7. High Level Arousal
    1. Aerobic Exercise (Endurance)
      1. Aerobic Dance
      2. Swimming
      3. Jogging/Running
      4. Elliptical Training
      5. Cycling
      6. Hiking
  8. Getting Started and Maintaining Motivation
      1. Yoga
      2. Tai Chi
      3. Deep Breathing
      4. Progressive Muscle Relaxation
      5. Guided Imagery
      6. Music Meditation
  9. A Well Balanced Lifestyle and Diet
CLVc106-10S3 (C) – Course Six

CLVc107

Psychical Ethics – Morality and Ethics: What They Are and Why They Matter

  1. The Psychical Oath
  2. From Moral to Ethical
  3. The Caring Response
  4. Autonomy
  5. Duties
  6. Six-Step Ethical Process
    1. Gather Relevant Information
    2. Identify the Type of Ethical problem
    3. Use Ethics Theories or Approaches to Analyze the Problem
    4. Explore the Practical Alternatives
    5. Complete the Action
    6. Evaluate the Process and Outcome
  7. Maintaining Personal Integrity
  8. Self-Deception
  9. The Responsibility to Improve Yourself
    1. Remaining Competent
    2. Improving Yourself
    3. Vigilance Revisited
  10. Living with the Business Aspects
  11. Practice and Peer Evaluation
  12. Unethical or Incompetent Practice
  13. Confidentiality
  14. Informed Consent
  15. Ethical Issues in End-of-Life Care
    1. Assisted Suicide and Euthanasia
  16. Ethical Expressions and Manifestations
  17. Consequences
  18. Protection of Participants
    1. Informed Consent
    2. Confidentiality
    3. Deception
    4. Debriefing
    5. Feedback
    6. Treatment of Participants
    7. Nonhuman Animal Subjects
  19. Funded Research
    1. Misuse of Research Funds
    2. Openness in the Conduct and Reporting of Research
  20. Responsibilities and Rights of Scientific Collaborators
    1. The Roles of the Chief Investigator and Subordinate Workers
    2. Authorship Assignment and Publication Credits
  21. Responsibilities Related to Scientific Publication
    1. Full Publication of research
    2. Refereeing of Scientific papers
    3. Proper Credit
  22. Responsibilities and Obligations Towards Colleagues
    1. Sharing Data with Scientific Colleagues
    2. Conditions for Open Discussion and Criticism
    3. Truthfulness
    4. Fraud by Participants
  23. Responsible Dissemination of Information to the Public
  24. Protecting the Professionalism of the Field
CLVc107-10S1 (C) – Course Seven

:: Study Material References

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COURSES 1-2:

Baierlein, R. (2003). Thermal Physics. Cambridge University Press.
Ballentine, L.E., (1970). The Statistical Interpretation of Quantum Mechanics. Review of Modern Physics.
Blutner, R. (2010). Quantum Mechanics Meets Cognitive Science: Explanatory vs. Descriptive Approaches. Journal of NeuroQuantology.
Blutner, R., Hochnadel, E., (2010). Two Qubits for C.G. Jung’s Theory of Personality. Cognitive Systems Research.
Broughton, R.S. (1987). If you want to know how it works, first find out what it’s for. Presidential Address, 13th Annual Convention of the Parapsychological Association.
Bruza P. (2010). Idealistic Quantum Psychopathology: A Way Forward? Journal of NeuroQuantology.
Carpenter, J.C. (2009). Relations Between ESP and Memory in Light of the First Sight Model. Journal of Parapsychology.
Conte E.(2010). On the Possibility that we think in a Quantum Probabilistic Manner. Journal of NeuroQuantology.
Conte, E. (2008). Testing Quantum Consciousness. Journal of NeuroQuantology.
Conte, E, Khrennikov, AY, Todarello, O, Federici, A, Zbilut, JP. (2009). On the Existence of Quantum Wave Function and Quantum Interference Effects in Mental States: An Experimental Confirmation during Perception and Cognition in Humans. Journal of NeuroQuantology.
Conte, E., Todarello, O., Federici, A., Vitiello, F., Lopane, M., Khrennikov, A. Zbilut, JP., (2007). Some Remarks on an Experiment Suggesting Quantum-like Behavior of Cognitive Entities and Formulation of an Abstract Quantum Mechanical Formalism to Describe Cognitive Entity and its Dynamics. Chaos, Solutions, Fractals.
Cutnell, D., Kenneth, J. (1998). Physics, 4th Edition. John Wiley & Sons, Inc.
Dunne, B. and Jahne, R. (2007). Margins of Reality. The Role of Consciousness in the Physical World. Harcourt Brace & Co.
Gyarmati, I. (1970). Non-equilibrium Thermodynamics. Field Theory and Variational Principles. Springer.
Houtkooper, J.M. (2002). Arguing for an Observational Theory of Paranormal Phenomena. Society for Scientific Exploration.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Khrennikov, A. (2010). On the Physical Basis of Theory of “Mental Waves”, Journal of NeuroQuantology.
Radin D. (2006) Entangled Minds. Extrasensory Experiences in a Quantum Reality. Paraview Pocket Books.
Radin, D. (2004). Event-Related Electrocephalographic Correlations Between Isolated Human Subjects. Journal of Alternative and Complementary Medicine.
Radin, D., Storm, L., Tressoldi, P. (2010). Extrasensory Perception and Quantum Models of Cognition. Journal of NeuroQuantology.
Raffone, A, Srinivasan, N. (2009). The Exploration of Meditation in the Neuroscience of Attention and Consciousness. Marta Olivetti Belardinelli and Springer-Verlag.
Rahnama, M., Salari, V., Tuszynski, J. (2009). How Can the Visual Quantum Information be Transferred to the Brain Intact, Collapsing There and Causing Consciousness? Journal of NeuroQuantology.
Roll, W.G., Williams, B.J., (2008) Parapsychology and Quantum Entanglement. Proceedings of the Parapsychological Association Convention.
Rosemblum, B., Kuttner, F. (2008) Quantum Enigma: Physics Encounters Consciousness. Oxford University Press.
Scientific American (1997). What is the ‘Zero-Point Energy’ (or ‘vacuum energy’) in Quantum Physics? Is it Really Possible that we Could Harness this Energy?
Swartz, N., (2003). The Concept of Physical Law / Chapter 10: Free Will and Determinism. Cambridge University Press.
Thanheld, F.H. (2010). Quantum Non-Locality: Does Nature also Perform the trick via a Biological Route? Journal of NeuroQuantology.
U.S. Army National Ground Intelligence Center (NGIC) (2010). Zero-Point Energy: Can We Get Something From Nothing.
Vedra, V. (2010). Decoding Reality: The Universe as Quantum Information. Oxford University Press, USA.
Von Neumann J. (1995). Mathematical Foundations of Quantum Mechanics. Princeton University Press.
Walker EH. (1979) The Quantum Theory of Psi Phenomena. Psychoenergetic Systems.

COURSE 3:

Bem, D.J., Honorton, C. (1994). Does Psi Exist? Replicable Evidence for an Anomalous Process of Information Transfer. Psychological Bulletin.
Bischof, M. (2005). Biophotons – The Light in our Cells. Journal of Optometric Phototherapy.
Braude, S. (1978). Telepathy. Indiana University.
Braun, A. R., Balkin, T.J., Wesensten, N.J, Gwadry, F., Carson, R.E., Varga, M., et al. (1998). Dissociated Pattern of Activity in Visual Cortices and their Projections During Human Rapid Eye Movement Sleep. Science.
Carpenter, J.C. (2005). First Sight Model: Part Two, Elaboration of a Model of Psi and the Mind. Journal of Parapsychology.
Carpenter, J.C. (2004). First Sight Model: Part One, A Model of Psi and the Mind. Journal of Parapsychology.
Carpenter, J.C. (1977). Intrasubject and Subject-agent Effects in ESP Experiments. In Benjamin Wolman (Ed.), Handbook of Parapsychology. New York: Van Nostrand Reinhold.
Carpenter, J.C. (1971). The Differential Effect and Hidden Target Differences Consisting of Erotic and Neural Stimuli. Journal of the American Society for Psychical Research.
Choi, C., et al. (2002). Biophoton Emission from the Hands. School of Physics, Seoul National University, Seoul.
Damasio, A. R. (1996). The Somatic Marker Hypothesis and the Possible Functions of the Prefrontal Cortex. Philosophical Transactions of the Royal Society of London.
Dean, E.D. , Nash, C.B.. (1967). Coincident Plethysmograph results Under Controlled Conditions. Journal of the Society for Psychical Research.
Einstein, A. (1905). Concerning an Heuristic Point of View Towards the Emission and Transformation of Light. American Journal of Physics.
Feynman, R. (1985). QED: The Strange Theory of Light and Matter. Princeton University Press.
Gu, Q., (1999). On Coherence Theory of Biophoton Emission. International Institute of Biophysics, Kaiserslautern, Journal of the GCPD.
Hobson, J. A., Pace-Schott, E. F., Stickgold, R. (2000). Dreaming and the Brain: Toward a Cognitive Neuroscience of Conscious States. Behavioral and Brain Sciences.
Hu, P., Stylos-Allan, M., Walker, M. P. (2006). Sleep Facilitates Consolidation of Emotional Declarative Memory. Psychological Science.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Kelly, G.A. (1955). The Psychology of Personal Constructs. New York: W. W. Norton.
Kolb, B., Whishaw, I., (2003). Fundamentals of Human Neuropsychology. Worth Publishers.
Lantz, N.D., Luke, W.L., May, E.C., (1994). Target and Sender Dependancies in Anamouls Cognition Experiments. Journal of Parapsychology.
Leboeuf, P., Moulieras, S., (2010). Superfluid Motion of Light. Physical Review Letters.
McTaggart, L. (2003). The Field: The Quest for the Secret Force of the Universe. Harper Paperbacks.
Milton, J. (1994). Guessing Strategies and Confidence-Call Criteria of Uninstructed Participants in a Forced-Choice ESP Experiment. Journal of the Society for Psychical Research.
Myers, D.G, (2004). Exploring Psychology, 6th Edition. Macmillan.
Nelson, R.D., Dunne, B.J, Dobyns, Y.H., Jahn, R.G., (1996). Precognitive Remote Perception: Replication of Remote Viewing. Princeton Engineering Anomalies Research.
Nielsen, T. A., Stenstrom, P. (2005). What are the Memory Sources of Dreaming? Nature.
Papageorgiou P., Katsambas A., Chu, A., (2000). Phototherapy with Blue (415 nm) and Red (660 nm) Light in the Treatment of Acne Vulgaris. British Journal of Dermatology.
Pinel, J. P.J. (2005). Biopsychology 6th ed. Allyn and Bacon.
Polanyi, M. (1958). Personal Knowledge: Towards a Post-critical Philosophy.
Chicago: University of Chicago Press.
Popp, F.A. (1999). On Coherence Theory of Biophoton Emission. Journal of the GCPD.
Radin D. (2006) Entangled Minds. Extrasensory Experiences in a Quantum Reality. Paraview Pocket Books.
Radin, D. (2000). Evidence for an Anomalous Anticipatory Effect in the Autonomic Nervous System. Boundary Institute.
Smythies, J., (1996). A Note on the Concept of the Visual Field in Neurology, Psychology, and Visual Neuroscience”. Perception.
Schlebusch, K.P. Ph.D. et al (2005). Biophotonics in the Infrared Spectral Range Reveal Acupuncture Meridian Structure of the Body. The Journal of Alternative and Complimentary Medicine.
Stanford, R.G., Kass, G., Skoll, S. (1989). Ganzfeld as an ESP-Favorable Setting. Part I. Assessment of Spontaneity, Arousal, and Internal Attention State Through Verbal transcript Analysis. Journal of Parapsychology.
Stanford, R.G., Kass, G., Skoll, S. (1989). Ganzfeld as an ESP-Favorable Setting. Part II. Prediction of ESP-Task Performance Though Verbal-Transcript Measures of Spontaneity, Suboptimal Arousal, and Internal Attention State. Journal of Parapsychology.
Stickgold, R., Hobson, J. A., Fosse, R., Fosse, M. (2001). Sleep, Learning, and Dreams: Off-line Memory Reprocessing. Science.
Stokes, D. M. (1997). Spontaneous Psi Phenomena: Advances in Parapsychological Research. Jefferson, NC: McFarland.
Turner, H., (1997). Science in Medieval Islam: An Illustrated Introduction. University of Texas Press.
Ullman, M., Krippner, S., Vaughan, A. (1989). Dream Telepathy: Experiments in Nocturnal ESP. Jefferson, NC. McFarland.
Vesalius, A., (1543). On the Workings of the Human Body.
Wagner, U., Gais, S., Haider, H., Verleger, R., Born, J. (2004). Sleep Inspires Insight. Nature.
Walker, M. P., Stickgold, R. (2004). Sleep-dependent Learning and Memory Consolidation. Neuron.
Weiss, J. (1993). How Psychotherapy Works. New York: Guilford Press.
World Health Organization (2010). Health Effects of UV Radiation. Ultraviolet Radiation. INTERSUN Programme. (www.who.int).

COURSES 4A-C:

Alvarado, C.S., Martinez-Taboas, A. (1983). The Super-Psi Hypothesis: A Review. Theta.
Amunts, K., Kedo, O., Kindler, M., Pieperhoff, P., Mohlberg, H., Shah, N., Habel, U., Schneider, F., Zilles, K. (2005). Cytoarchitectonic Mapping of the Human Amygdala, Hippocampal Region and Entorhinal Cortex: Intersubject Variability and Probability Maps. Journal of Anatomy and Embryology.
Beloff, J. (1997). Parapsychology: A Concise History. Palgrave Macmillan.
Bem, D. (2011). Feeling the Future: Experimental Evidence for Anomalous Retroactive Influences on Cognition and Affect. Journal of Personality and Social Psychology.
Braid, J., (1843). Neurypnology. London.
Braud, W.G. (2011). Toward More Subtle Awareness: Meanings, Implications, and Possible New Directions for Psi Research. Mindfield.
Braude, S. (1978). Telepathy. Indiana University.
Braud, S. (1992). Survival or Super-psi? Journal of Scientific Exploration.
Burkley, M. (2010). Have Scientists Finally Discovered Evidence for Psychic Phenomena? Psychology Today.
Chiu, LPW. (1989). Differential Diagnosis and Management of Hallucinations. Journal of the Hong Kong Medical Association.
Collins, H.M., Pinch, T.J. (1982). Frames of Meaning: The Social Construction of Extraordinary Science. Routledge & Kegan Paul.
Department of Health (2007). Psychoactive Drugs. Public Health Bush Book. Dept. of Health and Community Service. (www.nt.gov.au).
Denzin, N.K., Lincoln, Y.S., (2005). The Sage Handbook of Qualitative Research 3rd Edition. Sage Publications, Inc.
Dunne, J.W. (1927). An Experiment with Time. Hampton Roads Publishing Co.
Eagleman, D. et al. (2005). Time and the Brain: How Subjective Time Relates to Neural Time. Journal of Neuroscience.
Etchegoyen, H. (2005). The Fundamentals of the Psychoanalytic Technique. Karnac Books.
Freud, S., (1955). The Interpretation of Dreams, IV and V, 2nd Edition. Hogarth Press.
Freud, S. (1955). The Unconscious, XIV, 2nd Edition. Hogarth Press.
Fu, W-T. (2008). Ahe Microstructures of Social Tagging: A Rational Model. Proceedings of the ACM 2008 conference on Computer Supported Cooperative Work.
Glickman, R. (2002). Optimal Thinking: How to Be Your Best Self. New York: Wiley.
Hassabis et al., (2009). Decoding Neuronal Ensembles in the Human Hippocampus. Current Biology.
Hebb, D.O., Jusczyk, P.W., Klein, R.M., (1980). The Nature of Thought. Lawrence Erlbaum Associates.
Heppner, P.P., Wampold, B.E., Kivlighan, D.M., (2008). Research Design in Counseling 3rd Edition. Thomson.
Honorton, C., Ferrari, D.C. (1989). Future Telling: A Meta-Analysis of Forced-Choice Precognition Experiments. Journal of Parapsychology.
Hyman, R. (2007). Evaluating Parapsychological Claims. Critical Thinking in Psychology. Cambridge University Press.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Isbell, D., Kammerlocher, L., (1988). Implementing Kuhlthau: A New Model for Library and Reference Instruction. Reference Services Review.
Kuhlthau, C., (2004). Seeking Meaning: A Process Approach to Library and Information Services. London: Libraries Unlimited.
LeCron, J. (1970). Hypnotism Today. Wilshire Book Co.
Luckham, D., Schulte, R. (2001). Event Processing Glossary 2.0. Complex Event Processing.
Mason, O., Brady, F., (2009). The Psychotomimetic Effects of Short-term Sensory Deprivation. Journal of Nervous and Mental Disease
Moore, B.E., Fine, B.D. (1968). A Glossary of Psychoanalytic Terms and Concepts. American Psychoanalytic Association.
Napolitano, M. Koschorreck, M., Dubost, B., Behbood, N., Sewell, R.J., Mitchell, M.W. (2011). Interaction-Based Quantum Metrology Showing Scaling Beyond the Heisenberg Limit. Nature.
Narby, J. (2001). Shamans Through Time – 500 Years on the Path to Knowledge. Penguin Group Inc.
Neal, R.M., (2008). The Path to Addiction: And Other Troubles We are Born to Know. AuthorHouse.
O’Keefe, J., Nadel, L., (1978). The Hippocampus as a Cognitive Map. Oxford University Press.
Parapsychological Association (2006-2007). Glossary of Key Words Frequently Used in Parapsychology. (www.parapsych.org).
Parasuraman, R., Rizzo, M., (2007). Neuroergonomics. Oxford University Press.
Parra, A., Villanueva, J. (2004). Are Musical Themes Better Than Visual Images as ESP-targets?: An Experimental Study Using the Ganzfeld Technique. Australian Journal of Parapsychology.
Peek, P.M. (1991). African Divination Systems: Ways of Knowing. Indiana University Press.
Radin D. (2006) Entangled Minds. Extrasensory Experiences in a Quantum Reality. Paraview Pocket Books.
Radin, D. (2003). Time-Reversed Human Experience: Experimental Evidence and Implications. Journal of Nonlocality and Remote Mental Interactions.
Radin, D., (1997). The Conscious Universe: The Scientific Truth of Psychic Phenomena. HarperOne.
Raz, A., Packard, MG., Alexander, GM., Buhle, JT., Zhu, H., Yu, S., Peterson, BS., (2009). A Slice of Pi : An Exploratory Neuroimaging Study of Digit Encoding and Retrieval in a Superior Memorist. Neurocase.
Rhine, L.E. (1954). Frequency of Types of Experience in Spontaneous Precognition. Journal of Parapsychology.
Rubin, R.E. (2000). Foundations of Library and Information Science. New York: Neal Schuman.
Sabine, W. H. W. (1950). Is There A Case for Retrocognition? Journal of the American Society for Psychical Research.
Samal, J.R et al. (2011). Experimental Test of the Quantum No-Hiding Theorem” Physical Review Letters.
Sartori, L., Massaccesi, S., Martinelli, M., Tressoldi, P.E. (2004). Physiological Correlates of ESP: Heart Rate Differences Between targets and Non Targets in Clairvoyance and Precognition Forced Choice Tasks. The Parapsychological Convention.
Schmeilder, G.R. (1980). Looking Ahead: A Method for Research on Survival. Journal of the Academy of Religion and Psychical Research.
Schmidt, H., Stapp, H. (1993). PK with Prerecorded Random Events and the Effects of Preobservation. Journal of Parapsychology.
Shan, G., (2004). A Primary Quantum Model of Telepathy. The Parapsychological Association Convention.
Shannon, D., (2002). Kuhlthau’s Information Search Process. School Library Media Activities Monthly.
Skinner, B.F. (1984). The Operational Analysis of Psychological Terms. Behavioral and Brain Sciences.
Sondow, N. (1988). The Decline of Precognized Events with the Passage of Time: Evidence from Spontaneous Dreams. Journal of the American Society of Psychical Research.
Stevenson, I. (1963). A Postcognitive Dream Illustrating Some Aspects, of the Pictographic Process. Journal of the American Society for Psychical Research.
Sudduth, M. (2009). Super-Psi and the Survivalist Interpretation of Mediumship. Journal of Scientific Exploration.
Sundberg, N. (2001). Clinical Psychology: Evolving Theory, Practice, and Research. Englewood Cliffs: Prentice Hall.
Taylor, F..K. (1965). Cryptomnesia and Plagiarism. British Journal of Psychiatry.
Thalbourne, M.A., (2003). Parapsychology. Republished by Puente Publications, Charlottesville, VA, USA.
Thouless, R.H. (1979). Theories about Survival. Journal of the Society for Psychical Research.
Weitsenhoffer, A. (1972). Behavior Therapeutic Techniques and Hypnotherapeutic Methods. American Journal of Clinical Hypnosis.
Wolpe, J. (1958). Psychotherapy. Reciprocal Inhibition. Stanford University Press.
Wood, M. (2007). Possession Power and the New Age: Ambiguities of Authority in Neoliberal Societies. Ashgate Publishing.
Zohar, D. (1982). Through the Time Barrier: A Study in Precognition and Modern Physics. Heinemann.

COURSES 5-7:

Adamo, P. (1996). Eat Right 4 Your Blood Type: The Individualized Diet Solution to Staying Healthy, Living Longer & Achieving Your Ideal Weight. Putnam Adult.
Asplund, C., St. Pierre, P. (2004). Knee Pain and Bicycling: Fitting Concepts for Clinicians. Physician and Sportsmedicine.
Beauchamp, T., Childress, J.F. (2001). Principles of Biomedical Ethics 5th Edition. New York. Oxford University Press.
Bharati, J. (?). Mindfulness and Concentration in Yoga Meditation. (www.swamij.com).
Brown, S. (2011). Bicycling and Pain. (www.sheldonbrown.com).
Cacioppo, J. (1990). Principles of Psychophysiology: Physical, Social, and Inferential Elements. Cambridge: Cambridge University Press.
CDC (2011). Physical Activity and Health. Division of Nutrition, Physical Activity and Obesity. National Center for Chronic Disease Prevention and Health Promotion. (www.cdc.gov).
Cotton, D. (1990). Stress Management: An Integrated Approach to Therapy. New York: Brunner/Mazel.
Detert, R.A., Derosia, C., Caravella, T., Duquette, R.D. (2006). Reducing Stress and Enhancing the General Well-Being of Teachers Using T?ai Chi Chih Movements: A Pilot Study. Californian Journal of Health Promotion.
Doran, B. (2009). The Science Behind Reiki. The Reiki Times, International Association of Reiki Professionals LLC (www.iarp.org).
Feuerstein, G. (2003). The Deeper Dimension of Yoga. Shambala Publications, Boston, MA.
Garner, B. (1999). Black’s Law Dictionary. 7th Edition. West Publishing Company.
Gelfand, J.L. (2010). Healthy Eating for Weight Loss. WebMD Medical Reference. (www.webmd.com).
Hunt, S. (2003). Alternative Religions: A Sociological Introduction. Aldershot, Hampshire, England.
Ilia N. et al. (2011). Disruption of Circadian Clocks has Ramifications for Metabolism, Brain, and Behavior. Proceedings of the National Academy of Sciences.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Irwin, M.R., Pike, J.L., Cole, J.C., Oxman, M.N. (2003). Effects of a Behavioral Intervention, Tai Chi Chih, on Varicella-Zoster Virus Specific Immunity and Health Functioning in Older Adults. Psychosomatic Medicine.
Jin, P. (1989). Changes in Heart Rate, Noradrenaline, Cortisol and Mood During Tai Chi. Journal of Psychosomatic Research.
Jonsen, A., Seigler, M., Winslade, W. (2002). Clinical Ethics: A Practical Approach to Ethical Decisions in Clinical Medicine.5th Edition. New Y York. McGraw Hill.
Leibovitch, I., Mor, Y., (March 2005). Avoid Repetitive Knee Injuries While Riding A Bike. (www.nasm.org).
Lutz, A., Dunne, J.D., Davidson, R.J. (2006). Meditation and the Neuroscience of Consciousness: An Introduction. the Cambridge Handbook of Consciousness.
Martin, M.W. (1986). Self Deception and Morality. Lawrence, KS. University Press of Kansas.
Massachusetts General Hospital (2011). Mindfulness Meditation Training Changes Brain Structure in * Weeks. Psychiatric Research: Neuroimaging.
McCraty, R., Atkinson, M., Tomasino, D., Bradley, R.T. (2009). The Coherent Heart: Heart–Brain Interactions, Psychophysiological Coherence, and the Emergence of System-Wide Order. Integral Review.
Mendoza, P. (2004). The Significance of Martial Ethics in Bioethics: An Alternative Ethical Theory. The Klin Journal of Medical Ethics, Law, and History.
Nachbur, J. (2009). Sigmon’s Study Examines Caffeine Withdrawal. University of Vermont.
Nichols, J.F., Palmer, J.E., Levy, S.S. (2003). Low Bone Mineral Density in Highly Trained Male Master Cyclists. Osteoporosis International.
Oschman, J. (2008). Energy Medicine – The Scientific Basis. Churchill Livingstone.
Phelan, M. (1979). Transcendental Meditation. A Revitalization of the American Civil Religion. Archives des Sciences Sociales des Religions.
Purtilo, R. (2005). Ethical Dimensions in the Health Professions. 4th edition. Saunders.
Purtilo, R., Haddad, A. (2002). Prefessional Boundaries Guide by Respect. Health Professional and Paitent Interaction 6th Edition. Philidalphia: WB Saunders. Purtilo, ZR. (1994). Interdisciplinary Health care Teams and health Care Reform. Journal of Law Medicine and Ethics.
Purtilo, R. (1994). Interdisciplinary Health care Teams and health Care Reform. Journal of Law Medicine and Ethics.
Rakel, D., Saunders, W.B. (2003). Integrative Medicine. Philadelphia, PA.
RIPA (2009) Useful Psychology Information: Importance of Mental Health. Rhode Island Psychological Association.
Saul, A.W. (2003). Doctor Yourself: Natural Healing The Works. Basic Health Publications.
SGMA (2007). Sports & Fitness Participation Report From the USA Sports Participation Study. SGMA.
Stoppler, M. (2009). Meditation May Reduce Stress and Improve Health. (www.emedicinelive.com).
TIME (1975). Behavior: The TM Craze: 40 Minutes to Bliss. Time.
Transcendental Meditation. Oxford English Dictionary.
Travis, F. (2010). Transcendental Meditation Activates Default Mode network, the Brain’s Natural Ground State. Cognitive Processing.
Yip, Y. L. (2002). Pivot – Qi. The Journal of Traditional Eastern Health and Fitness.

ADDITIONAL RESOURCES:

Parapsychological Association (2005). Ethical and Professional Standards for Parapsychologists: Aspirational Guidelines. (www.parapsych.org)

Program Fees: Textbook + $50 Diploma Fee Upon Graduation (optional)

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