Transpersonal Psychology

Transpersonal Psychology">Parapsychology Class at the Institute of Transpersonal Psychology

Dr. Charles T. Tart on December 22nd, 2010

I will be offering a basic parapsychology class online for the first time at ITP in the Winter quarter of 2011.  For those who are interested in a good reading list on parapsychology or an idea of what my course is like, I have included a shortened (leaving out stuff about writing standards for student papers and the like) version of the class syllabus.

I'll also create short video about aspects of parapsychology on YouTube from time to time.  I expect to put the first one up later today and will post a second note about the URL when it's up.

Syllabus, ITP PRES2073, Basic Parapsychology

Professor Tart

Copyright Charles T. Tart 2011

Winter 2011, ONLINE

- Shortened Version for non-ITP student readers -

Prerequisites: None for ITP students

Schedule: Asynchronous Online: Papers due Mondays,  online discussion rest of week

POSSIBLE CHANGES: As this is my first course taught on Angel Learning Systems, I may have to make some changes in this syllabus, but I hope not…..   -[some small modifications were made on 12/22/10]-

Every culture and every person within a culture is a “philosopher,” a “scientist,” a “theorist,” in that she has a worldview, a set of (hopefully somewhat integrated) beliefs as to what the world is like.  The “world” includes the physical world, their own selves, other people, and “otherworldly” aspects of reality. Your personal and cultural worldview automatically and habitually affects/constructs your thinking (and perception) in important ways, including what kinds of values and goals make "sense" and how you perceive things.  Some actions or ideas are not even seriously thought about, e.g., as they are “obviously” impossible.  And if “impossible’ events happen, considerable conflict may be experienced.

Transpersonal psychology was created partially as a reaction to the dominant worldview of our times, scientistic materialism.  [Note the differences between science and scientism, the words "scientific" and "scientistic"]  Scientism, more accurately described as an automated world view rather than a formal philosophy, as a psychological syndrome of Dismissive Materialism, affects all of us in many ways, even when we think we don’t believe it, or think we are in rebellion to it,  or think we have a firm grounding in some spiritual practice.  Dismissive Materialism sees human consciousness as nothing but the resultant of electrical and chemical interactions within the brain and nervous system.  So consciousness is not only exclusively generated and controlled by the brain and physical environment, it perishes absolutely when the brain dies.  From the dominant view of scientistic materialism, Dismissive Materialism, most of the ideas and experiences of concern to transpersonal psychologists are pre-scientific nonsense, primitive beliefs based on fear of injury and death, outmoded and nonsensical beliefs about “souls” and “spirits” and “energy” and similar things that any “rational” person dismisses.

One of the reasons for creating transpersonal psychology was the psychological observation that a completely materialistic worldview is not very satisfying to the human “spirit:” indeed many seem to sicken when they are caught within the materialistic world view.  But in being transpersonal psychologists, are we desperately hanging on to superstition and nonsense just to make ourselves feel better?  Good feelings first, to hell with truth?  A modern, (transpersonal) "opiate of the masses," as Marx characterized religion?  Rejecting the truths of modern science out of fear they will undermine a comfortable belief system?  These are important questions each of us must personally answer, as well as deal with rationally and scientifically as transpersonally oriented professionals.

The central contentions of this course will be that, [a] using the best kind of rigorous science (scientific parapsychology, which must be distinguished from the vast mass of sloppy beliefs popularly put under the "parapsychology" and "New Age" labels), a total reduction of all human functioning to nothing but material brain function is factually wrong; that [b] no genuinely scientific theory that claims to be comprehensive can ignore facts it can’t account for; and [c] high quality scientific data gives support to a scientifically based view of consciousness that points in the direction of “spiritual” or transpersonal realities.  But, and this is a very important "but," simply believing either in a materialistic or transpersonal worldview because of habit or feelings or cultural conditionings is common,  unscientific, contrary to many spiritual aspirations, and is a major disservice to the world and to our profession.  Some of what is labeled by such terms as “psychic,” or “spiritual” is indeed factually nonsensical and wrong, but there are vital realities mixed in.  Learning how to discriminate and how to wisely use what we know is essential.  No ITP graduate should be a fuzzy philosopher who doesn’t think clearly and rigorously, a sloppy scientist who doesn’t actually test her beliefs, or a slipshod theorist about reality who doesn’t recognize and deal with difficulties and contradictions.  And "believer" is not a positive term among the influential people in our society.

Two primary texts will be used, as well as possible occasional assigned readings, viz. Charles Tart's The End of Materialism) and Dean Radin's The Conscious Universe: The Scientific Truth of Psychic Phenomena[1]. Both authors are leading parapsychologists.  The course will consist of various micro-lectures by the instructor, extensive reading in the two textbooks, and online discussions based on the readings and on students’ personal knowledge and experience. Because of the large amount of material we need to survey to get an adequate conceptual and scientific overview, there will be little, if any, experiential work.  The reading and paper assignments are given below.  Further, multiple commenting on student papers in a collegial way will increase the intensity of the learning experience.

Lectures and Discussion:

A typical undergraduate class combines a textbook about the subject with lectures from the instructor on the subject.  Since I’m the author of our primary textbook in this course, The End of Materialism, that book is my systematic set of lectures on the material.  I will give many “micro-lectures” expanding on various aspects of parapsychology during the course of the class, especially in discussing various issues brought up in student papers.  We’re a graduate school, of course, so as is typical of the best graduate schools, the student is assumed to be self-disciplined to keep up with the reading and so bring informed discussions/writings to the class.

Paper Assignments: A 500-1,000 word paper dealing with (a) the reading materials for the week, and/or (b) previous class discussion is due each week, beginning with the second week.  NOTE I WILL BE PUTTING SELECTIONS FROM THESE PAPERS INTO OUR GROUP DISCUSSION SPACE, INVITING COMMENTS, SO DON’T WRITE ABOUT PERSONAL MATERIAL YOU WOULD NOT WANT YOUR OTHER CLASSMATES TO KNOW ABOUT.  But note also that by taking the class, you agree that the contents of students’ papers and comments on them ARE CONFIDENTIAL within the class and instructor.  DO NOT quote from these papers or abstract of summarize in enough detail that a person might be identified to any place or persons outside the class without first getting written permission from each writer involved.  You practice professional level confidentiality here as if you were a counselor or therapist.  See later material in this syllabus about confidentiality and courtesy.

Your paper should be uploaded to the Discussion Forum for our class on Angel by Monday of each week.  Note then that all of your paper is readable and commentable on by the other class students, which is fine.  This brings a broader range of knowledge to bear on the ideas expressed in each paper, as well as providing training for your future role as an instructor.  I will later highlight what I think are some particularly provocative points in your papers and invite others to specifically comment on them, but I will undoubtedly miss things which are important or exciting to you.  By reading each others’ papers, we serve as instructors to each other, I am not the sole teacher of this material.

Note that for reading on screen, I much prefer to have things in Comic Sans Serif, 12 points, it’s easier on my old eyes than most other fonts and sizes.  That’s the font this document is in.

I’m still working out the details of how we do this discussion since Angel is a new platform for me to work on.

Personal Experiences and Feelings:

I will respect your personal experiences in these papers, as should other students commenting on them, but may provide critical intellectual feedback on content and style as part of my educational responsibility.

Not Book Reports: Grapple with the Ideas:

Your papers should not be "book reports," on the order of "…the chapter said A, B, C, D… and the discussion covered M, N, O,… etc."  I already know you can write book reports.  Nor should they be just emotional reactions, "I was offended by X, I loved Y…."  In each paper I want you to work with one or two points from readings and lectures that stimulate you and show me you're thinking about them, working with them, relating them to other things you know, exploring *why* you have an emotional reaction to them if you have one, etc.  Grapple with the material.

Another thing you may do in these weekly papers is raise important questions about the material of the textbooks or discussion.  By important I mean not just space filling questions of what is A, what is B, etc., but material you have thought about, tried to figure out on your own but not reached a satisfactory answer, etc.  You can even question my authority on specific issues if you feel you can make a good case:  I will be greatly disappointed if you go away from any of my courses thinking I know everything!  These kind of thought-provoking questions can provoke useful answers from me and/or your fellow students.  The latter responses are especially important, as it’s not just me who knows something about this subject, the cumulative life-experience of the class is very big!

Note that one of the reasons for these papers is to give you practice in professional level writing.  Thus, parallel to the ITP rule for the major paper that shows competence for advancing to the PhD level, you should carefully proof your papers for grammar and spelling or other composition errors before posting them.  If a paper has more than 5 such errors, the first time it will be turned back with instructions to rewrite it.  After that such papers will be marked unacceptable.

The last paper of the course should be a 1,000-3,000 word "What have I learned in this course" type paper.

Late turning in of assignments is strongly discouraged – I may require extra papers from you if you do this.  Similarly, ITP policy is to strongly discourage Incomplete grades, so don't be late!

Auditing Policy:  Auditors are not allowed unless they plan to read the material in all weeks.  People who just drop in occasionally are disruptive to the group spirit of the class.  Also, auditors, if any, and Significant Others do not have the privilege of writing papers for the instructor or other students to read and comment on.

Overload Contingency: A graduate course should ideally really not have more than 8-10 students in it, to allow the instructor to give adequate individual attention to each student's work.  But it's hard to turn away students who want and need to know this material when there are so few opportunities to get decent information on parapsychology.  So if more than 10 or so students enroll, the paper assignments may be modified so you will still turn in papers each week and get comments from fellow students, but the instructor will not always comment on them.

Attendance: Our class weeks are sequenced for optimal learning, and the discussions online are an important part of that learning and integration process, so please read the material and turn in your papers for all weeks. I don’t fully understand this feature yet, but note that there is a part of Angel Learning System keeping track of what you do and when you do it!  (Those of you old enough will wonder if Big Brother is watching  you…..[grin])  Life does interfere at times, though, so if you should miss a week, please study and reflect on the assigned readings and keep up with the regular writing assignments.  You can miss one week in a quarter with no problem as long as your regular writing assignments are completed in a timely way, but if you miss more than one week, you should write an extra paper in addition to the one due for that missed week, commenting on the readings assigned for that class, for each class you miss.  Please indicate at the top of this paper that it’s a makeup for a particular week (which week?) you missed. These papers must be turned in before the end of the quarter.  If more than two weeks are missed and not satisfactorily made up, ITP policy is that you cannot receive credit for the class.

Makeup Classes:  One advantage of the online format is that I can keep up with the class even if I’m traveling, so my usual notes for in-person classes about makeup classes if I’m traveling don’t apply here.

Office Hours: Another advantage of the online format is that you can email me any time.  I’m usually pretty good about replying within a day or two.  To discuss more complex issues with me, we can arrange in advance, by email, a telephone call or a Skype (with video if you have it) conversation.  I prefer weekday afternoons for this.  My email is ctart@itp.edu.  As I haven’t mastered Angel yet – indeed I think it’s a Devil sometimes! – direct email to me at the above eddress is preferable to sending it thru Angel.

Goals, Structure and Objectives of the Course: The objectives of this course are, (1) on the academic level, to familiarize the student with the nature of basic parapsychological phenomena and their implications as a foundation for transpersonal psychology,  (2) on the professional level, to sensitize the student to recognize the occurrence of parapsychological phenomena in everyday life and their implications for affecting peoples' views of reality, and, (3) on the personal level, to foster sensitivity to parapsychological events and so be able to discern more appropriate and mindful styles of reaction to them.  The goals and learning outcomes of this course are that each student should be able to intelligently orally discuss and write about the above three objectives.

Student Disabilities:  If you need accommodations for a disability, please write me before the course or by the end of the first class.

Abbreviations:  Radin = The Conscious Universe, The Scientific Truth of Psychic Phenomena; and EoM = Tart, The End of Materialism

Wk	Date	Turn In	Topic	Chapters to Read
1	Jan 10		Introduction to parapsychology as a science; Western Creed exercise
2	Jan 17	1st paper	History, psychical research, parapsychology	EOM: From first material thru Ch 1 -The Problem: Spiritual Seeking in a World that Thinks It's All Nonsense Radin-What is psi?; Experience; Replication
3	Jan 24	2nd paper	Extrasensory Perception (ESP)	EOM: Ch 2 – How Do We Know? Ch 3 – Not Knowing; and Ch 3 -Starting from the Human World: A Psychic Coup d'état? Radin-Meta-analysis; Telepathy; Perception at a distance
4	Jan 31	3rd paper	Postmortem survival: CTT just returned from East Coast conference on same	EOM: Ch 5 -Extended Aspects of Mind: The Big Five; and Ch 6 -Telepathy Radin-Field consciousness; Seeing psi; Metaphysics
5	Feb 7	4th paper	Precognition	EOM: Ch 7 -Clairvoyance, Remote Viewing; and Ch 8 -Precognition Radin-Perception through time
6	Feb 14	5th paper	Psychokinesis (PK)	EOM: Ch 9 -Psychokinesis; and Ch 10 -Psychic Healing Radin-Mind-matter interaction
7	Feb 21	6th paper	Healing	EOM: Ch 11 -Postcognition; and Ch 12 -OBEs Radin-Mental interactions with living organisms
8	Feb 28	7th paper	Ghosts, hauntings, poltergeists	EOM: Ch 13 -NDEs; and Ch 14 -Postmortem Survival
9	Mar 7	8th paper	Applied psi	EOM: Ch 15 -Mediumship; and Ch 16 -Reincarnation Radin-Psi in the casino; Applications Targ R. & Tart, C (1985). Pure clairvoyance and the necessity of feedback.  Journal of the American Society for Psychical Research, 79, 485-492[2].   Available on www.paradigm-sys.com/cttart/
10	Mar 14	9th paper: What have I learned?	Tying up loose ends	EOM: Chs 17, 18, 19, 20 – and On the Scientific Foundations of Transpersonal Psychology (on under Articles Online Radin-Theory; Implications

Note: I may occasionally put brief videos on the web for you to watch – I’ll let you know by email if and when this happens.

Required Textbooks:

Radin, D. (1997).  The Conscious Universe:  The Scientific Truth of Psychic Phenomena.  San Francisco: Harper.  Later softcover editions are fine.

Tart, C. T. (2009).  The End of Materialism.  Oakland, California: New Harbinger.

Recommended, but not Required Books:

Kelly, E. F., Kelly, E. W., Crabtree, A., Gauld, A., Grosso, M. & Greyson, B. (2006).  Irreducible Mind: Toward a Psychology for the 21st Century.  Blue Ridge Summit, PA: Rowman and Littlefield.  Indispensable reference book as to the many reasons why Dismissive Materialism is inadequate.

Radin, D. (2006).  Entangled Minds: Extrasensory Experiences in a Quantum Reality.  New York: Pocket Books (Simon & Schuster).

Tart, C. T. (Ed.). (1997).  Body Mind and Spirit: Exploring the Parapsychology of Spirituality. Charlottesville, Virginia: Hampton Roads Press.  An anthology I edited with leading parapsychologists speculating on the meaning of parapsychological findings, has many ideas I didn’t have time to cover in The End of Materialism.

Clarifications: What my Parapsychology Course Is and Isn't

Charles T. Tart

In a school with a recognition that learning and growth involves emotional, bodily and spiritual, as well as intellectual, creative and community  processes, there is sometimes confusion over what is expected and appropriate in a particular course.  This note is to clarify this matter for my course on Basic Parapsychology, in the hope of maximizing learning and minimizing misunderstandings and inappropriate expectations.

Basic Parapsychology is a course that is almost exclusively intellectual in terms of readings and classroom lecture and discussion, although most students bring their own personal previous experiences of psychic events to bear on their understanding of the material.  Students are not required to experience any parapsychological phenomena as part of the course work, and any suggestions about what might be interesting to try in this regard should be evaluated by you in terms of your personal needs, understanding, and boundaries.

The course work contains some exciting ideas for personal growth,  but the course is not intended to be or represented as a form of therapy, spiritual growth, or emotional process work, although I certainly hope that the intellectual content of the course may sometimes contribute to your personal growth.  I state these limitations here because, among other things, I am a scientist and educator, not a psychotherapist, psychic, or spiritual teacher.

I do not intend to denigrate nor disregard individual experiential, emotional or spiritual knowledge, resources, growth challenges or problems.  I respect and honor your personal process!  Indeed when your individual knowledge of this sort is relevant to expanding or clarifying the conceptual or experiential material we discuss, it is welcome and enriching, both in class discussions and papers.  I would also suggest that, like me, you regard what you think you already know about these matters as your best guess at this time, but be open to thinking about options and learning more.

I also ask you to consider and honor the following points, adapted from standards of personal responsibility that were used by Professor Jill Mellick (now retired from ITP) in her classes at the Institute of Transpersonal Psychology.  While they are phrased for courses deliberately involving fairly powerful emotional and growth work, they are relevant in the context of all ITP courses.

ª       Be aware of the context in which you are experiencing your own growth, both personal and intellectual. This is a class; while I hope it will be beneficial to you personally as well as academically, the class is not individual or group therapy.

ª       Please set clear protective boundaries for yourself.  Some of the topics or exercises in this class may evoke personal issues with which you need/want to deal.  You are welcome to clarify these issues in your papers or class discussion if they are relevant to the class, and you might reach new understandings through doing so.  But remember that the class is not an appropriate context in which to actually work through your personal issues.  Such issues are best worked through with a qualified psychotherapist or spiritual teacher.

ª       Please respect your own material and the limitations of your peers.  In class discussions and experiential exercises you are often including your personal history, implicitly if not explicitly.  In the case of conflictual, emotional, unresolved material, respect yourself by sharing only material which is reasonably well resolved or which you are comfortable not having resolved.  A statement that an area under discussion is very difficult for you may be a useful contribution, but don't bring it up if it's too difficult for you to handle in the intellectual context of the class.

ª       Please respect your own privacy and the overall purpose of the class.  Share only material you are willing to have become part of current and later class discussions.  Note too that in spite of the following point, privacy of your discussion contributions cannot be guaranteed.

ª       Please respect your peers' privacy.  If a classmate shares important personal material, please do not talk about it to anyone outside the class unless (a) it is intellectually or compassionately useful to do so AND (b) you can disguise the identity of the person sufficiently so that they cannot be recognized.  If in doubt about your ability to adequately disguise the identity of the person from others who may know them, don't mention the material.   To put it another way, avoid gossip or story telling that may hurt someone else.  Of course if you think a classmate is at serious risk and is not receiving professional help outside the classroom (such as being in therapy), do notify appropriate administrative authorities who may be able to help.

ª       Please recognize and respect your own and others' capacities.  If a certain part of the discussion or an experiential exercise looks as if it will be too difficult for you emotionally, please inform me (no explanation is needed) that you don't want to take part in that part of the discussion or participate in that exercise.  If much of the class causes this kind of problem, of course, we should discuss whether you should be in the course.

This note is meant to create an atmosphere conducive to learning, not the final word on human life, so please take it in that spirit.  Class discussion of these considerations is appropriate.

Writing Comments on Classmates' Papers

After class one night, someone asked me what kind of comments she should write on classmates' papers.

This was an interesting question, for in more than 10 years of having students do this, nobody ever asked me anything like this, and it never occurred to me to say anything….   

I suppose that's partly because I was educated in an old style in which you learned how to be a teacher by, as it were, osmosis.  Nobody ever instructed us on how to teach, even in graduate school, but implicitly assumed that we'd all been exposed to good, middling and poor teachers in our educational career and we had hopefully picked up the qualities of the good teachers by osmosis or imitation or something….   In retrospect, I see that system doesn't always work, although there's a lot to be said for it….

So here's some first-level comments on how to write comments.

Imagine yourself in the role of instructor, and these are your students.  You're likely to be in that role officially in a few years, so this is good practice.

What do you want to do as an instructor?

You want your students to learn the material, and learn it as well as possible.

A most basic level of learning is simply remembering what was said in class and what was in the readings, but by graduate school level we can generally assume people have mastered that skill.  We want a deeper level of learning, where they can think about the material in both a critical and an expansive way.  That's what I look for when I read a paper: is the writer thinking about, grappling with some aspects of the material?  Are they understanding it better as a result?  Or if they are puzzled by some of the material, are they puzzled in a more sophisticated manner as a result of grappling with it because they have a more specific understanding of what does not make sense to them?

Part of helping students learn is encouraging them when they are doing so.  Thus when I see a student is seriously working with the material I usually write some sort of encouraging comment(s) to that effect.  If I see real interest in some aspect of the material, I may give some directions to sources the student could get more info from.  Sometimes I may just say some version of "Right on!" or, say, writing something briefly about my own interest in that particular topic, a kind of teacher-student bonding.

Another part of helping students is giving them feedback about standards.  We're learning to be professionals.  If a paper has been printed out with a worn ribbon, e.g., and is hard to read, that's discourteous and unprofessional and I will make comments about that.  Same deal with spelling (an "SP" beside misspelled words) and grammatical errors("a "GR"), or typos that indicate the paper was not proofed after being written.  I don't like to tell someone that they are being sloppy, vague, unprofessional, etc., but it's part of my job as an instructor.  You should be the same way.  You're not being genuinely friendly to a classmate if you let them get by with low quality, unprofessional behavior, it's going to hurt their future career.

One other point to stress.   As mentioned earlier, your papers should not be "book reports," on the order of "…the chapter said A, B, C, D… and the lecture covered M, N, O,… etc."  I already know you can write book reports.  Nor should they be just emotional reactions, "I was offended by X, I didn't like Y…."  I want you to work with one or two points from readings and lectures and experiential practices and show me you're thinking about them, working with them, relating them to other things you know, exploring *why* you have an emotional reaction to them, etc.

OK, write away!  Hope this helps.

Info on Consciousness, Parapsychology, Transpersonal:

If you go to my primary web page, , you can sign up to receive occasional (as few as once a month, as often as several times a week) studentnotices, email notices from me about interesting developments on consciousness, parapsychology, transpersonal psychology, and the like, conferences about them, etc.  This is open to anyone who thinks I may recommend interesting stuff, not just ITP students, even though it’s named Studentnotices, so feel free to pass this info on to anyone you think might be interested.  You may also find some of the reprints on my web site of interest, or the writings on my blog (accessed from the above web site) of interest.

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NIVEAU HERMENEUO BEHIND IN AN HASAN ASPAHANI couplets (AN EXPERIMENT IN THE ANALYSIS NIVEAU J. ELLEMA hermeneutics POETRY)

About Niveau

The poems have been written and published in fact offers a variety of insights to the reader, where the soul-face expression of the poem is read as if to say something deeper and sharper on how to look at life. The presence of psychological poetry dipanadang create levels of psychological phenomena such likat, words dilekak-bend with so lovely by the author who is the creator of the soul in the poem. In tracing the existence of the soul, it has its own level which serves as a kind of "awl" in the imagery of poetry. Poetry and psychosis is like a coin. Therefore, I will try to analyze the psychological levels where each level has a different power sensitive. In more detail, the existence of the soul saving elements emotional stress, konasi and cognition that can not be known exactly would an understanding of each element in the soul body. J. Ellema in Petica (Noor, 2005:45) states that the human soul consists of five levels. Each work has a psychological levels with sequences such as inorganic niveau, niveau vegetative, animal niveau, niveau human, religious niveau. Niveau inorganic refers to the presence of works that bring the interpretation attached to the game sound and stilistika (branch of linguistics that studies in various languages). Niveau vegetative skewed in naturalized range of poetry that have relevance to the age of poetry and its author. Niveau animal is instinctive condition or impulses at the instigation of the authors write. Niveau human contain such conditions morality discourse addressed to the reader. Niveau regarding religious prophetic poems or the extent of approaching poetry tintkat depth interpretation of religion. On this occasion, will be tested how genetics in a poem called couplets hermeneutics works Hasan Aspahani a poet and expert pelekuk famous words. In this first part, I will discuss the "couplets - the First Article."

Hermeneutics of "Mind A couplets"

Hermeneutics is an expression of one's thoughts are channeled through the words. Hermeneutics can also be regarded as a pemahan interpretation effort, a search for insight. Changing something that is relatively absurd on the explanation that "go-Awami". The poem, entitled couplets are excerpts from one sub-chapter, held in a way the articles. Hermeneutics emerged from spark the idea that man can not liberate themselves from the basic tendency to give meaning. A philosopher Paul Ricoeur, stating that life itself is an interpretation. Couplets article first appeared relevant to the concept of autonomy of the text. There are thoughts that want diungkapakn about a cultural situation of moderate and procurement text. The following excerpt is trying to unveil these thoughts:

"If you're forced to also write poems,

word indeed arrived, but the meaning is much contrast.

Do not teach sajakmu say lies,

because your mouth will be silenced for words.

Let sajakmu denounced dinista abused,

because of abuse just a jealous word blind.

Where do you store the best poem?

in the liver, then let the words say adieu. "

(Source: 60 Best Indonesian Poetry 2010, couplets, p.26-27)

"Rekonstekstualisasi" occurs when the excerpt as excerpts from "couplets - Article The First" launched the interpretive power that tries to "break away" from the horizon of the author's intentions toward the social-cultural level. "If you're forced to write poetry / word indeed arrived, but the meaning is much in contrast." There are symbols that reflect on the sentence. How excavations want to be a pressure of meaning in writing is one attempt to as the fruit of interpretation by the reader. Horizon intention to culture-social poet began to break away when he was at the temple "where you saved the best poem? / At heart, then let the words say adieu." Readers are invited to think on the basis of the so-called reflexive Ricoeur as a mode of being [3 ]. Results of these words is also a combination of direct self antarasifat poet in the corner of the desert and its social-cultural setting. On the other hand, this poem could have such a designation menulisakan hermeneutical circle that shows a creative and progressive dynamics of interpretation of subsequent chapters. In short thought "couplets - Article The First" is like Agara readers learn to participate in the process kepenyairan. Of how looking at life writing a poem is part of what Ricoeur called the hermeneutics of various sorts with "the struggle against cultural distansi." With the sense that the interpreter must follow at a distance so they can establish with more in-depth interpretation and wise without neglecting the subjective message.

Execution-Niveau Niveau in the First Article - Reflections

Niveau inorganic depart from the premise that future work might be read in front of the stage or just read the back room. Pattern, sound, rhythm, rhyme lines, sentences, and style shown in these poems incarnation. Feel the words at the end of the sentence which reads as "... a poem-... contrary", "... lies, ... the words," "... ... dinista-blind", "... the best-... hallo". Note also korelativitas sentence with other sentences. Careful consideration as the selection of diction, a factor that vanished poetic soul creation will the objects or structures of this death. Surely that would not be dead forever dead with a ruh aesthetics and socio-cultural hermeneutics that circulated in every meaning of the subjective will empativitas level readers.

Niveau vegetative in the levels stand in this poem can be said to least significance. Relations between imitation process works with the existence of this poem is relatively negative. This is influenced by the age factor and menyair poet, how to be a point of departure flight hours in niveau vegetative assessment. And most importantly the release of meaning for distorted in the telling metaphors and who controls what. Moreover, the attachment of unconsciousness mind has been unavoidable in the process of birth of these poems.

"Have a poem asking for more from him?

said said: ah whatever, I just said ... "

Through poetry piece, I admit that this word is so cunning pelekuk mendistrosikan a condition that became instinct niveau animal images. Animal Expressions poet fully damped clandestinely behind this poem.

Ngguruni, it's one piece of image that disappeared in the following poem:

"Do not teach sajakmu say lies,

because your mouth will be silenced for words. "

Inevitably, human niveau appear in a similar cathartic piece of poetry on top. Morality. Attention to the technique of "all-round blade."

Couplets in Malay literature is one example of literary works that contain viscosity niveau religious. Namuan, whether the "Article the First" really grow as religus definition of diversity? This seems to belong only imanenitas and transendenitas between the reader with his Lord.

On the basis of the fifth niveau binoculars above, the success of hermeneutics between these poems function and assessment of readers have been conveyed through genetic interpretation sufficient or not for their rationality. Genetics that are then slowly fruitful question: the extent to which this work is really original is considered psychologically separated from the clot influence outside the text?

Second

HASAN couplets ASPAHANI CHAIN STRUCTURE IN MENTAL marker-marker (AN EXPERIMENT BASED ON ANALYSIS OF PSYCHOLOGICAL CONCEPTS Saussure's semiotics and Strauss)

Signified-signifier

Man is homo semioticus, said an expert semiotic Art van Zoest. Which according to van Zoest if kekeuasaan it quiet, do not give a sign, then the man himself will proclaim something, anything, as a sign. Because, it has been able to be done by humans. Etymologically, the term semiotics comes from the Greek "semeion", means the mark. Linguist Ferdinand de Saussure, a Swiss national, a semiotic referenced as an inventor trying to develop complete theses van Zoest. Saussure purify idea tan da division into sound and image as a state that will be clearer when referring to the concept as a marker (the signified) and sound or image as a marker (the signifier). The poem contains elements of semiotic so thick. Every word and punctuation mark has a role, both as a marker or markers. Poetry offers a kind of proclamation of power to the reader that the text is expected to bring readers the independence interpretation sign of each soul. In this second part, I try to review the work of Hasan's poem titled couplets Aspahani based semiotic psychology glasses [4]. (In part II, only discussed the poem "The Fourth Article couplets" as a sample in discussing the theme of this essay)

Structure Signs: arbitrary Soul "couplets Article of the Fourth"

"Do not ask the meaning of a poem on the poet, in vain. Who knows the poet was insane, until the meaning is up to the reader. "A spontaneous expression of an author of the book Research Methods in Psychology Literature, Suwardi Endraswara is enough to give the lattice to the reader. Lattice about how to express a poem that is read. It also depends on the level of reflection of each reader. Saussure in elaborating on semiotics, stressing that kesemenaan sign is the main principle. This is what came to be known as the term "arbitrary". Furthermore, this arbitrary itself has a psychological background that is to mengkatarsiskan soul through words. In other words, the release of the signs of meaning to be tied in the eyes of readers who come on the encouragement psychological expression of the writer's own poetry. Even with the following poem:

Article the Fourth couplets:

Which word, meaning Mana

Why are you afraid of missing traces in the poem,

not the essence of the poem is far track?

Why are you afraid sajakmu run out of words,

not the nature of rhyme is a word created?

Why are you jejali words rhyme, you overload a meaning?

it allows words rhyme, expanded the meaning of

The poem begins to speak, you say millions of words,

why is not any rhyme sebait want you to copyright?

(Source: 60 Best Indonesian Poetry, 2009, hal.30)

Poetry on a unique circuit classified as part of the body of poetry that was formed to meet the needs of creating meaning through signs. Here, the sign was structured with each objective. Which is then related to the author's mental structure itself. The following two lines have a close relevance with how to read the structure of the semotika and psychological:

Why are you afraid of missing traces in the poem,

not the essence of the poem is far track?

Why are you afraid sajakmu run out of words,

not the nature of rhyme is a word created?

Question words "why" being hailed to strengthen the structure thereafter. The subject ("you") who then stays on for intentionally not deleted. This is a sign of representation through marker-"question words", markers - "why". Occurrences of the word is credited for the creation of such a structure is pure, and when associated with Claude Levi-Strauss's structuralism (a psychologist struturalisme) then there is a regularity of the relationship between language and myths attached to the sign-word in the poem. There is a kind soul who charge pengkailan adapt to the meaning of the author alone. The author tried to uncover the meaning of it raw by sharp questions like "is not the essence of the poem is a word created?" That the reader will show respect multiinterpretatif explicitly or it will be another issue, the important thing here is "fair understanding" emerges through a small space- poetry as a projection of the meaning of writers to readers. This understanding will then be released by itself according to the subjectivity of the reader. Subjectivity in the interpretive freedom out of existence without any signs of the structure of words in the poem. Thus, arbitration can be met as the reader above verse poetry attempt menggemburkan reader ideas that have been entered in pengkailan meaning of the author. And sign structures, as related to the kind of neurotic symptoms to the author's own against the size of the myth that living and working in the world of soul.

Myth Katarsisme Strauss Blocking Meaning Poems

Release of emotion towards the end of this rhyme still and continue to struggle on how neurotic symptoms and talent of the writer lifted the departure of facts. Facts in the middle of the basic myths that tersembunyikan scattered by the arbitration step. Kearbitreran myth was later more clearly to be found in the hiding meaning in bailik sign and word-reading the following verse:

Why are you jejali words rhyme, you overload a meaning?

it allows words rhyme, expanded the meaning of

Language seemed to want to ring the temple are aspects of the so-called Levi-Strauss as langue myth. Demonstrated in-depth interaction between myth with meaning poetry itself. The first line in the temple of the transformation of facts poured into the meaning and even relay messages. "... You jejali word", "you overload a meaning", both sets of words such as will haunt readers how to recognize a poem full of words but do not always have the light of meaning. The existence of a mix of harmonization diction is also shown in the temple until it can be said readers want diletupkan emotional meaning through a katarsisme myth of the poet. Similarly, if correlated with Strauss be noted that in the structure of poetry and the meaning contained in it there is the writer's creation myth structure. How does the structure of myth is to banned? Temple has berkatarsis by itself block the meaning: ".... Extend the meaning of"

Soul Poet: Really Living Embryos

The poem begins to speak, you say millions of words,

why is not any rhyme sebait want you to copyright?

The fourth stanza then went to create the marker-marker cone emotions on the question structure. Where there is placement so that the reader also tinkering with the answer to the puzzle of a marker that is "poetry" and sign the "word" in the context of this poem. Through passage of this temple, there are fetters binding experiments that seemed chained reader. Up through the exit tunnel creation answer any interpretation, the structure of the soul which can neatly neatness ransacked itself with the dynamics penyuguhan rhymes disciplined. This departs from the form of emotional processing in the myth of authorship and embryo born alive in the reader's mind to get out of her womb and named the baby as a reflection of the poem. Reflection is more alive without keeping the flame semiotic marker-marker with the axis of the myth of the poet's soul.

Tragedy, Death & Solidarity

At Gettysburg Lincoln might have been expected to defend the North and blame the South—which is what Edward Everett did in the speech preceding his. Rather, the bulk of his speech was given to praising the dead and urging others to learn from them.

Death should forge a bond among the living

Gary Wills

Richard Dawkins Plays the Piano - "Earth History in C Major"

Tunisia's Spark - The Daily Dish | By Andrew Sullivan

Tunisia's Spark - The Daily Dish | By Andrew Sullivan

Theodore Dalrymple compares the Tunisian and Algerian riots to what the future holds for Europe. He also recounts the figure at the center of it all:

The story of the young Tunisian Mohammed Bouazizi, whose suicidal self-immolation was the spark that set Tunisia aflame, is instructive.

He was 26 and had a degree in computer science. Like 200,000 other university graduates in Tunisia (in a population of 10 million), he could not find a job. He then tried selling fruits and vegetables from a stall. However, he did not have bureaucratic permission to do this—such permission being bestowed by other university graduates, lucky or well-connected enough to have found jobs in the public-sector bureaucracy. The police constantly harassed him because he didn’t have the requisite licenses. It is said that he set fire to himself when a policeman spat in his face. ...

The penny is not likely to drop soon regarding the fact that governments don’t create jobs; at best, they create the conditions in which jobs can be created. The future of Europe, I fear, can be discerned in Tunis and Algiers.

AS and A Level Psychology Through Diagrams (Oxford Revision Guides)

AS and A Level Psychology Through Diagrams (Oxford Revision Guides) Review

AS and A Level Psychology Through Diagrams (Oxford Revision Guides) Overview

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ScienceShot: The Dusty Swirls of the Whirlpool Galaxy - ScienceNOW

ScienceShot: The Dusty Swirls of the Whirlpool Galaxy - ScienceNOW

Fall of Rome Recorded in Trees - ScienceNOW

Fall of Rome Recorded in Trees - ScienceNOW

A new analysis of European tree-ring samples suggests that mild summers may have been the key to the rise of the Roman Empire—and that prolonged droughts, cold snaps, and other climate changes might have played a part in historical upheavals, from the barbarian invasions that brought about Rome's collapse to the Black Death that wiped out much of medieval Europe.

"Looking back on 2500 years, there are examples where climate change impacted human history," says the study's lead author, Ulf Büntgen, a paleoclimatologist at the Swiss Federal Research Institute for Forest, Snow and Landscape in Zurich. "This kind of information is not only relevant for ancient agrarian societies, it might also impact modern societies."

Chart Of The Day - The Daily Dish | By Andrew Sullivan

Chart Of The Day - The Daily Dish | By Andrew Sullivan

Gabrielle Giffords' Difficult Path Back From a Brain Injury

Gabrielle Giffords' Difficult Path Back From a Brain Injury

Until Bob returned to work 10 months later, I would not turn on a TV or watch any news. It was painful to see that my husband, who loved what he did, was no longer in the mix as a journalist. He might never be in the mix again. As I awoke daily into the fresh hell of grief and uncertainty during the five weeks he was comatose, part of me was stunned that the world outside the ICU window kept on spinning. The sun still rose and set. People still went to the grocery store. I couldn’t imagine it then, but the real work was about to begin.

Take life hour by hour. Forget about a day—that’s too long. Some days just getting through an hour is a monumental task.

Fundamentals of Abnormal Psychology

Fundamentals of Abnormal Psychology Review

Fundamentals of Abnormal Psychology Overview

This is a concise, comprehensive text for both graduates and students who are just entering this field of study. Its contemporary outlook on the field of abnormal psychology includes an emphasis on multiculturalism and gender. The book features summaries, both within and at the end of chapters, accessible and clear explanations and definitions of key terms that appear on the page where they first appear, as well as in the end-of-book glossary.

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Powerful Ads: Lottery of Life

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The Top 14 Astronomy Pictures of 2010

The Top 14 Astronomy Pictures of 2010

What is Forensic Psychology?

used by my acceptance of their native speech, I would consistently Alpha with 10-account base was a confirmation to address that question.

Before an account, why not address the base was linked to what you expect argumentative psychology.

The ingenuity I did this because the state of the importance of any single candidate psychology intern (about 180 pieces) has decided not to keep arguing psychologyAnatomy of a presentation of alternative courses, neither of them came to ask me to see in advance what went before.

Money now in apperception approval chose their alternative military age before alpha date and in line with a date to achieve the best was all bitter boldly assert active in the academic courses which they were previously included in a final authoritative decision.

So why not show it?

I guess I definitely apperceivebecause I then discussed with the acceptance that they had the sense not to find out what employment psychology is arguing that they are in an adoption idea.

I mentioned that the alpha of the Aboriginal address I would grant approval to the bottom 10 account address was a witness to the Catechism of what psychology is the argument.

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A burst-discipline?

Psychologists in the prison / jail.

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School Psychologists

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Education

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The natives helped the absolute analyst familiar with the lawful residents of cerebral skills and know-how. The additional psychologists dizzinessDuke on the added value created in the aftermath of an approved accommodation that they are not absolute possession.

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This appendix psychology that made it possible) is committed to the collection, verification and presentation of confirmation for administrative purposes "(Hawarden 1981st

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The special features of cerebral advice to facilitate an approved accommodation (Blackburn 1996).

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The Universe Knows My Name? - Radiolab

The Universe Knows My Name - Radiolab

Social Psychological Foundations of Clinical Psychology

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My father's murder must not silence the voices of reason in Pakistan by Shehrbano Taseer

Shehrbano Taseer

I can't help but roll my eyes when I'm informed I must keep a guard with me at all times now. After my father, Salmaan Taseer, was assassinated by his own security guard on 4 January – my brother Shehryar's 25th birthday – does it even matter? If the governor of Pakistan's largest province can be shot dead by a policeman assigned to protect him in broad daylight in a market in the federal capital, Islamabad, is anyone really safe?

It was after lunch that I started receiving one message after another from friends inquiring about my father. I rang him. No answer. I called his chauffeur in Islamabad. He was wailing and incoherent. I told him to calm down and tell me everything. The governor had been about to step into the car after lunch at his favourite local cafe, he said. He had been shot in the back. There was a lot of blood, he said. I told him everything would be fine: my father was a fighter and he would make it.

According to the postmortem report I read, they recovered 27 bullets from his body, which means the gunman actually reloaded his weapon so nothing would be left to chance. Each one of my father's vital organs was punctured by the hail of bullets, except his heart and larynx – his mighty, compassionate heart and his husky, sensible voice.

The assassin, Mumtaz Qadri, had reportedly asked others in the governor's temporary security detail to take him alive. Almost a dozen, including security personnel, are now under arrest. Speaking to camera crews the same day from jail, 26-year-old Qadri said he had killed my father because he had criticised the country's draconian and often misused blasphemy laws. It seems that Qadri was also inspired by the rally against my father on 31 December, at which rabid protesters demanded his blood. Yet no arrests were made over this brazen incitement to murder.

The blasphemy laws were foisted on Pakistan by Islamist dictator General Zia-ul-Haq in the 1980s. As an intellectual firebrand of the Pakistan People's Party, my father endured jail and torture during that dictatorship. We had thought the nightmare and brutality of the Zia regime was over when the general's aircraft fell out of the skies in 1988. We were so wrong.

Some 200 lawyers – men of the law – garlanded Qadri and showered him with pink rose petals on both his days in court. The president of the lawyers' wing of the opposition party Pakistan Muslim League-Nawaz was reportedly among them. The smiling assassin has become the poster boy for the unholy ambitions of the self-deluded. Lawyers who fought for an independent judiciary are standing in support of a self-confessed murderer. This is not the Pakistan for which my grandfather, MD Taseer, fought alongside founding father Mohammad Ali Jinnah.

The inability of the state to prosecute terrorists successfully is proving fatal for Pakistan. The country's antiterrorism courts, where Qadri was presented, have a sorry record on convictions, and have been clogged by non-terrorism cases. The state is unable to gather evidence properly, make a cohesive case and ensure the safety of those who provide evidence against the militants. It is a different matter when it comes to trying poor, underprivileged Pakistanis – Muslims and non-Muslims alike – accused of blasphemy. Under pressure from the mobs outside, Pakistan's lower-level courts convict quickly, but these convictions are almost always overturned by the higher judiciary, although the accused (and in some cases the judges) are then killed by vigilantes.

My father was buried in Lahore on 5 January under high security. Cleric after cleric refused to lead his funeral prayers – as they had those of the sufi saint Bulleh Shah – and militants warned mourners to attend at their own peril. But thousands came to Governor House on that bitterly cold morning to pay their respects. Thousands more led candle-lit vigils across the country. But the battle is not going to be over any time soon.

In Pakistan, the voices calling for reason and tolerance are in danger of being wiped out. The fear is palpable. The militants have issued a warning against further vigils for my father. Yesterday, a rally in support of the blasphemy laws was held in Karachi, at which mullahs incited violence against former information minister Sherry Rehman – my mother's close friend, and the brave woman I was named after – who tabled a bill in the National Assembly in November proposing blasphemy-law amendments. The politician and former cricketer, Imran Khan, and former prime minister Chaudhry Shujaat Hussain – both conservatives – have also come out in support of my father's position: amending the blasphemy laws to prevent their misuse. The ruling party – my father's party – continues to equivocate.

My father's assassination was a hate crime fuelled by jihadist fervour, abetted by some irresponsible sections of the media and sanctified by some political actors. All that is necessary for the triumph of evil is that good people do nothing. The loss of one good man must not deter others. Pakistan's very future depends on it.

First Earth-Sized Exoplanet Discovered - ScienceNOW

First Earth-Sized Exoplanet Discovered - ScienceNOW

Astronomers have announced the discovery of an extrasolar planet not much larger than Earth—the smallest exoplanet yet found. Although the world orbits too close to its sun to sustain life, the finding is a milestone in the quest to find out how common Earth-sized, habitable planets really are. It also shows that, with some luck and some innovative new technology, astronomers could be announcing the discovery of a habitable Earth-like exoplanet within a few years.

Today's announcement, made at the winter meeting of the American Astronomical Society in Seattle, Washington, had been foreshadowed. Last year, team members operating the Kepler telescope orbiting the sun announced that they had found so many new exoplanets less than half the size of Jupiter that Earth-sized exoplanets must be abundant.

Now Kepler has found the much-anticipated first rocky, Earth-sized exoplanet. It did it by staring for months on end at the same 150,000 stars in the constellation Cygnus. Kepler's 1-meter-diameter telescope, hooked up to a sensitive light-measuring instrument, is capable of detecting the dimming of a star as a planet orbits in front of it—even if the star dims by only 0.01%. That's like detecting the dimming of 10,000 light bulbs when one burns out, noted Kepler deputy science team leader Natalie Batalha of NASA's Ames Research Center in Mountain View, California.

Holding Giffords’s Hand by Amy Davidson

Holding Giffords’s Hand

Christina-Taylor Green was nine years old, and is dead. It is hard to stop thinking about her. In some measure that’s because, having spent a good part of the spring and summer watching Little League, I can very easily imagine her playing second base—her regular position as the only girl on her Canyon del Oro Little League team. She came from a baseball family: her grandfather managed the Phillies, Mets, and Yankees, and her father, John Green, was a Dodgers scout. John told reporters that Christina wanted to be the first woman to play in the major leagues; she was also considering a career in public service. She was born on September 11, 2001, and might have done or become just about anything. (One thinks of the frequent complaint about the scarcity of good people who are drawn to political careers; another loss.)

Yogic point of view of psychology

Psychology was as authentically "The science of the mind, or smart states and processes, the study of animal nature ..." Our Western psychology is a science that is contemporary, even though the mind admired basic issues speaking of behavior, personality, and the approved measures in no way claims almost sophistication or can order it there, let alone leave the outlet of the anatomy and mind, the animal is from. It has made many advances in abstractionanimal behavior and disease wise to start over, but lots of answers to the clever deviations, suffering and freedom of association, which is unfortunately on the rise to overcome.

Many of these abnormal pain very smart to take on the association of drugs of any kind, actinic pollutants, alcohol and disease, diet, as there is no confirmation, but by changing those habits, and was created for the elimination of conditions.

This recording will give you access to some of YogaSupport. It focuses only the architecture and development of a favorable anatomy and academics with a comfortable lifestyle. It also means establishing influence the stability, development of literacy skills and talents rats, appropriate habits of mind, anatomy acceptable assignment and career, and an airy way of acting that allows for both identification and joy.

If anatomy is not proper nutrition, academics do not be fed with a realityThe situation and provide rich red wine. It is not for academics to serve as a convenient device for the production or dissemination advantage thoughts. The diet of most Westerners are completely asymmetrical again "fast food", white bread, Coca Cola and Bernstein agree that the best accepted papers were checked to customers in the supermarket.

Not only acceptable food, but has so richly factors are important and they are axiological Article in Hatha Yogafocus the exact health. The size of this article with convenance of Hatha Yoga used to be acceptable more widely accepted apple. But putting our efforts to influence charge after absorption rise and intelligent behavior when we do not have the problems with the avant-times and worship is an absolute fit for military service.

Understand their own personality and festive acceptable and poor appearance ancestry is important and the best places are known by the simple basicPsychology and the fee to be assertive, to relieve the "baggage" and collect a total approach to life. Although this mission is valuable, is a charge for extra attention and apperception aloft absolutely the anatomy and the spirit of personality.

The absolute animal Anima - The kosher

We welcome the use of only three words in our English accent on admeasurement animal consciousness bound calls. These are the personality (body, emotionsand thinking), anatomy (deep close to nature) and spirit (the abstruse plot airy force that animates us).

In yoga aesthetic of abstraction, but interacting areas of intelligence studied. The various aspects of animal attributes like hull or Kosha total accepted throughout the animal psyche, the anniversary cover with its apple-function, but they are all interconnected and interdependent.

The exact anatomy accepted as Anna Maya Kosha.It is completely made and maintained by the food we eat, and extraordinary in the jubilee year is only after that factors such as diet and exercise, and questions of inheritance. His food is good, according to the manufacturer's responsibility.

Anatomy of the energy that radiates Pranamaya Kosha, the exact location has a regular absorber of vitality, as non-disabled as a protection for the acoustic feel. It is complete with detour habit energy, the bestrecognized the importance of timeliness breathe. His food is aloft our own habits, food, atmosphere and spirit particularly humiliated.

influence the anatomy of our hostility is Kamamaya Kosha, the anatomy of desire. Although we are catering for the allocation adopted affections as love, hate, compassion, and have emotions, builds the anniversary of us affect another structure. This is skewed by our conflicting emotions, desires, moods and preferences, which we applyvarying degrees of control.

The Brainy anatomy or anatomy is clearly an acceptance of two components:

The innate rational measures of our CEREBRATION the Manomaya Kosha is sought, and the same precision as smart or actual processes of logic. Anniversary but differs in a bookish sophistication and use of analytical expectations and it is smart to "thing" for the person or body against diseases.

The conditional attributes of our brain activity is formed,Application of the arcane principles, concepts and ideologies, and does his own skill apperception Vijnanamaya Kosha requested. His apple is committed to, and allows us to understand, new account and ideas. This skill is also varied depending on the artistic talents and abstracts of the individual.

Beyond apperception is the most important division of our nature, space, the sum of our lives sound intelligence in soul, claimed Karana Sharira.Timeliness is the Athenaeum of our alleged wealth of ingenuity, have rich experience acquired by our actions. Anatomy ports aspect of our animals and individuality is the key to our lasting.

There are few who accept the enclosed Kosha, alternately plenty of suitable adventure Accord and the growing realization of the unity of life, we again carefully developed except on the abundance of the measure itself, feels a breakdown of the whole. It isclaimed humid Anandamaya Kosha or anatomy bliss.

The personality I agree, that Ahamkara distribution is done by our nature, our airy atom or ego, claimed Atman. Anniversary of us have such Atma, an abstract but spark the anniversary of the section of the abundant cosmic fire of the artistic spirit of God. Anniversary of this bond is used and admired by alleged differences or individuality and timeliness Allianceachieved as a reality. Atma represents airy Will and justify the development and impact of soul-consciousness has been raised all levels, it is allegorical by the action of the Incarnation by which we learn. Atman is the all-powerful nuclear artistic achievements sound anniversary of us. It represents our permanent self.

analyzing reached to extend the understanding among all kosher and may of them is the purpose of yogis disciplines.

Spring Classes

My online stress management class started today. It seems like it's going to be really good. Due to my situation, my life tends to be very stressful and I get a lot of anxiety. Hopefully I'll learn how to manage some of the stress and find ways to cope and relax. Maybe I'll have some good tips that I can post later on.

My intercultural communication class starts tomorrow at Normandale. I'm very excited to take it because I love communications and to learn different ways to communicate. After all that is the area I'm getting my Associates in. This will be my fifth and final communications class that I take. I'm kind of sad that I won't be taking anymore after this one.

Jenni

"It's wonderful to wake up in the morning knowing your doing all that you can do."
-Renée Locks

The Psychology of Learning : A Student Workbook

The Psychology of Learning : A Student Workbook Review

The Psychology of Learning : A Student Workbook Overview

This unique workbook promotes an active, hands-on, constructivist approach to the study of the Psychology of Learning, one that follows Bloom's (1956) taxonomy of instructional objectives. The constructivist approach encourages the reader to discover the answers to problems rather than simply look up solutions in a book. This approach assumes that, for information to be remembered, the reader must discover information and manipulate it by checking new information against old information, revising assumptions, beliefs, and knowledge when the old information no longer seems to work. This workbook replaces the passivity of memorizing definitions and procedures with the activities of graphing and interpreting of functional relations—the pillars of theory. Learning and Variables; Functions and Graphs; Basic Principles of Pavlovian Conditioning; Complexities of Pavlovian Conditioning; The Rescorla-Wagner Model; Principles of Operant Conditioning; "Creating" Behavior (Shaping); Schedules of Reinforcement; What Is a Reinforcer?; Punishment and Avoidance; "Simple" Stimulus Control; "Complex" Stimulus Control (Cognitive Processes); Choice and Self-Control (Allocation of Behavior).

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Huge Black Hole Found in Dwarf Galaxy

Huge Black Hole Found in Dwarf Galaxy

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