UNIVERSITY of ALTERNATIVE STUDIES

Providing Tuition-Free Online Academic Studies in Scientific Parapsychology.




Degree Program: Telepathic Studies


UNIVERSITY PROFESSIONAL EDUCATION IN PARAPSYCHOLOGY


Telepathy-Degree
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Telepathology is a sub-discipline of scientific parapsychology involving over a century of interdisciplinary research in regards to the biological basis of consciousness and the mental processes by which we perceive, act, learn, and remember. This Second-Degree Program provides a detailed framework, without complicated equations, onto which more advanced concepts can be applied. For students of Telepathic Studies, this Second-Degree Program will be a revelation of what actions and influences Telepathists are involved in and exactly how a Telepathist can take their psychical ability to a completely new professional 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 Telepathic Studies!

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

Study Materials Included (Videos, Assignments, Exams).

UAS B.S. Telepathic Studies Second-Degree

Total Hours: 42hrs. | 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


Telepathy is the psychical influence of thought via experient influence over the biological basis of consciousness and the mental process by which we perceive, act, learn and remember; Including mental forms and processes such as the nervous system in which processes and transmits information. Characteristically, people are dynamic information-processing systems whose mental operations can limitedly be described in computational terms as the mind has demonstrated its capacity to store and process visual, auditory, and basic arbitrary packets of information. Experients of telepathic phenomena express influence in regards to the creation, transference, modification, and deletion of single and multiple information packages.


Telepathology /te·lep·a·thol-o-gy/

  1. The scientific study of the psychical influence of thought transference and flow.

Professional Title: Telepathologist

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


:: What You Will Learn and Excel in

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This Second-Degree Program focuses on the scientific aspects of Telepathic 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:

  • Interlacing and fortifying the collective framework of social conventions and interactions.
  • Organizing group activities, being team players, being project leaders, and motivating others by personalizing their approach per person.
  • Noticing the information in their social or work situations and acting accordingly.
  • Anticipating the needs of others, guarding the emotional well-being of others, and consoling those in distress.
  • Creating and implementing diplomatic resolutions by understanding others various views of an issue or situation.
  • Being catalysts for implementing ideas, and influencing and maneuvering others in support of their cause.
  • Being empathetic, responsive, and being highly attuned to the emotions, needs, and motivations of others.
  • Discovering the potential in anyone and helping others to fulfill their potential.
  • Seeking out solutions, creating immediate results in the most efficient way possible, and discovering the steps to achieve your goals.
  • Staying a couple steps ahead of the individuals you interact with and staying in charge.
  • Expressing their feelings and thoughts to friends and colleagues in a nonverbal manner.
  • Making positive differences in the world, 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 biological basis of consciousness and the mental processes by which we perceive, act, learn, and remember.

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 telepathic 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 Telepathy I

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Addresses telepathic association in regards to instructive forms of hallucinatory telepathic experience, the evolution of telepathic phenomenology over the last century, and the four modes of Telepathy. These include; Telepathic Cognition, which is defined as “the phenomenologically direct knowledge of another person’s thoughts or mental states; ” Telepathic Interaction, which is defined as “the causal influence of one mind on another without the intervention of the five senses,” with an overview of Hypnogenic Telepathic Interaction and Hypnotic Telepathy; Telepathic Simulation, or Ostensible Telepathic Content-Simulation, which involves idea sharing, or described as when the mental states of two or more individuals instantaneously become qualitatively identical; and Precognitive Telepathy, which is defined as “the phenomenologically indirect knowledge of another person’s future thoughts or mental states,” and is addressed as a mode of Clairvoyance, rather than Telepathy due to its temporal features. In addition, the course includes the descriptive analysis of all modes, and addresses information telepathically received pertaining to tense information per mode, and the mechanistic properties of each mode.

Total Hours (Reading): 1.0 | Total Hours (Assignments): 1.45


:: Course 104-A – Models of Telepathy II

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Addresses intentional telepathic experiences i.e. instances when the telepathist is consciously aware of the need to influence and the act of influencing. This course breaks down telepathic processes into several stages assumed required for each telepathic mode (e.g. initiation, selection, exploration, formulation, collection, and search closure). Techniques for Telepathic Cognition include mind mapping, concept mapping, top-down and bottom-up strategies, method of loci (visual-spatial mapping), and memorization via repetition. Techniques for Telepathic Interaction include eye-fixation induction, the physical instantaneous method, verbal induction via distraction, and terminating induction. Techniques for Telepathic Simulation include positive thinking and speaking, and focused listening as a means to achieve or elicit group thought orientation, thought communication, thought negotiation, distributed problem solving, and cross-dependability. Techniques for Telepathic Precognition include those already addressed in regards to Telepathic Cognition.

Total Hours (Reading): 1.1 | Total Hours (Assignments): 3.5


:: Course 104-A – Models of Telepathy III

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Addresses practical applications in regards to Telepathy including therapeutic and experimental applications. Therapeutic applications addressed include Psychotherapy, Psychoanalysis, Psychodynamic Psychotherapy, Behavior Therapy, Cognitive Therapy, Hypnotherapy, and Group Therapy. Course includes an overview of types of therapy, relative factors of therapy associated with telepathic professional practice, and several relative therapeutic techniques. This course addresses experimental Telepathy 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 Telepathy including intuition-based targets, hallucination-based targets such as; visual targets, audio targets, olfactive targets, and tactile targets. Experimental applications addressed include a brief overview of procedural techniques and methods followed by computer simulation, joint meditation involving dual visual testing, 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 EEG-based experiments such as the; photic simulation experiment, and video image stimulation experiment.

Total Hours (Reading): 2.0 | 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 Telepathy associated personality types (e.g. Type I – Typical, Type II – Typical 2, Type III – Atypical, and Type IV – Atypical 2). 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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TEP101

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
TEP101-10S1 (C) – Course One

TEP102

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

  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
TEP102-10S2 (C) – Course Two

TEP103

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. Hallucination
TEP103-10S2 (C) – Course Three

TEP104-A

Models of Telepathy I – Association and Phenomenology

  1. Telepathic Association
  2. The Phenomenology of Telepathy
    1. Telepathic Cognition
      1. Tense Information
      2. Mechanistic Properties of “Knowing”
    2. Telepathic Interaction
      1. Hypnogenic Telepathic Interaction
      2. Tense Information
      3. Mechanistic Properties of “Compelling”
    3. Telepathic Simulation
      1. Tense Information
      2. Mechanistic Properties of “Sharing”
    4. Precognitive Telepathy
      1. Tense Information
      2. Mechanistic Properties and Precognition
TEP104A-10S2 (C) – Course Four A

TEP104-B

Models of Telepathy II – Intentional Telepathic 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
  2. Techniques: Interaction
    1. Eye-Fixation Induction
    2. Physical Instantaneous Method
    3. Verbal Induction via Distraction
    4. Terminating Induction
  3. Techniques: Simulation
    1. Positive Thinking and Speaking
    2. Focused Listening
  4. Techniques: Precognition
TEP104B-10S2 (C) – Course Four B

TEP104-C

Models of Telepathy III – Therapeutic and Experimental Applications

  1. Psychoanalysis
  2. Psychodynamic Psychotherapy
  3. Behavioral Therapy
  4. Cognitive Therapy
  5. Hypnotherapy
  6. Group Psychotherapy
  7. 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
  8. Experimental Applications
    1. Telepathic Experimental Targets
      1. Intuition-Based Targets
      2. Hallucination-Based Targets
        1. Visual Targets
        2. Audio Targets
        3. Olfactive Targets
        4. Tactile Targets
    2. Procedural Techniques and Methods
      1. Computer Simulation
      2. Joint Meditation
        1. Synchronized Breathing
        2. Dual Visual Testing
      3. 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
        2. Dream State Experiment
      4. EEG-Based Experiments
        1. Photic Stimulation Experiment
        2. Video Image Stimulation Experiment
        3. Hypnogenic Experiment
TEP104C-10S2 (C) – Course Four C

TEP105

Psychical Profiling – Psychical, Psychological, and Physiological 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
TEP105-10S1 (C) Course Five

TEP106

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. Neuroplasticity
    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
  8. Getting Started and Maintaining Motivation
  9. A Well Balanced Lifestyle and Diet
    1. Round-the-Clock Schedule
    2. Sufficient Sleep
    3. Caffeine
    4. Herbal, Vitamin, and Mineral Supplements
    5. Tobacco
    6. Over-the-Counter and Prescription Medications
    7. Alcohol
    8. Marijuana and Psychedelics
    9. Diet and Blood Type
      1. Type A’s
      2. Type B’s
      3. Type AB’s
      4. Type O’s
TEP106-10S2 (C) – Course SIx

TEP107

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
  10. Living with the Business Aspects
  11. Practice (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
TEP107-10S3 (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:

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.
Braid, J., (1843). Neurypnology. London.
Braude, S. (1978). Telepathy. Indiana University.
Butler, T., Fuhriman, A., (1983). Curative Factors in Group Therapy: A Review of the Recent Literature. Small Group Research. American Group Psychotherapy Association.
Denzin, N.K., Lincoln, Y.S., (2005). The Sage Handbook of Qualitative Research 3rd Edition. Sage Publications, Inc.
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.
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.
Hunter, R., (2000). The Art of Hypnotherapy: Part II of Diversified Client-Centered Hypnosis, Based on the Teachings of Charles Tebbetts. Kendall Hunt.
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.
Joyce, A., Piper, W., Ogrodniczuk, J., (2007). Therapeutic Alliance and Cohesion Variables as Predictors of Outcome in Short-Term Group Psychotherapy. International Journal of Group Psychotherapy.
Kittenis, M., Caryl, P.G., Stevens, P. (2004). Distant Psychophysiological Interaction Effects Between Related and Unrelated Participants. The Parapsychological Association Convention.
Kraft, T., Kraft, D., (2005). Covert Sensitization Revisited: Six Case Studies. Contemporary Hypnosis.
Kuhlthau, C., (2004). Seeking Meaning: A Process Approach to Library and Information Services. London: Libraries Unlimited.
Mason, O., Brady, F., (2009). The Psychotomimetic Effects of Short-term Sensory Deprivation. Journal of Nervous and Mental Disease.
Montgomery, C. (2002). Role of Dynamic Group Therapy in Psychiatry. Advances in Psychiatric Treatment.
Moore, B.E., Fine, B.D. (1968). A Glossary of Psychoanalytic Terms and Concepts. American Psychoanalytic Association.
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.
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.
Radin D. (2006) Entangled Minds. Extrasensory Experiences in a Quantum Reality. Paraview Pocket Books.
Radin, D. (2004). Event-Related Electroencephalographic Correlations Between Isolated Human Subjects. The Journal of Alternative and Complimentary Medicine.
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.
Rubin, R.E. (2000). Foundations of Library and Information Science. New York: Neal Schuman.
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.
Sundberg, N. (2001). Clinical Psychology: Evolving Theory, Practice, and Research. Englewood Cliffs: Prentice Hall.
Thalbourne, M.A., (2003). Parapsychology. Republished by Puente Publications, Charlottesville, VA, USA.
Weitsenhoffer, A. (1972). Behavior Therapeutic Techniques and Hypnotherapeutic Methods. American Journal of Clinical Hypnosis.
White, R.W. (1941). A Preface to the Theory of Hypnotism. Journal of Abnormal & Social Psychology.
Wolpe, J. (1958). Psychotherapy. Reciprocal Inhibition. Stanford University Press.
Yalom, I., Leszcz, M., (2005). The Theory and Practice of Group Psychotherapy, 5th edition. Basic Books.

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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