ECO 880 Green Sustainable Nature Degree Career

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ECO 880: Certification Exam in Applied Ecopsychology/Integrated Ecology (NAE)
1 credit

Note: viewing this course in program sequence with links to additional information is highly recommended. SELECT HERE

ECO 880 consists of a comprehensive exam to be taken upon the completion of ECO 502 or 602 for matriculation into or through the PhD research and dissertation process, or for Certification Level Two, when required.

The course consists of doing the Comprehensive Exam described as part of
http://www.ecopsych.com/eco800.html
ECO 800 (WORD)
but this time applying the requirements and process of it to the 502/602 books Well Mind, Well Earth and Connecting With Nature and and additional two continually updated web pages:
http://www.ecopsych.com/journalessence.html
http://www.ecopsych.com/thesisquote6.html

if you have not done this exam previously as eco800, add an additional 50 true statements to it, minimum, that apply to the two ECO 800 sources: the ECHN book
<http://www.ecopsych.com/ksanity.html>
and the Natural Attraction Ecology web page. <http://www.naturalattractionecology.com>

OPTION: Visit the startling equivalent alternative Avatar process for completing this course.

RATIONALE:
PNC students learn methods and materials that help them become nature avatars, a conscious embodiment or personification of the natural world and its often overlooked powers to help us increase personal, social and environmental well-being. Students are held responsible to have a working knowledge of NAE-ECHN so, like a refrigerator, all they have to do is plug its methods and materials into their project and get cool results. This makes it simple to meet their project and degree requirements to integrate or apply the ecopsychology of NAE with their other skills and interests.

See http://www.ecopsych.com/communityprocesscalendar.html for course sequence information and overview.

Contact Mike Cohen nature@interisland.net 360-378-6313

For Official Use Only:

General Course Syllabus Information

COURSE SYLLABUS TOPICS
some or all of the following:

*building effective thesis proposal

*building meaningful proposal for projects in lieu of thesis

*selecting and narrowing a research topic

*justification of need for the course and certification

*establishing an effective strategy

*selecting an appropriate methodology

*using a style manual

*building the academic argument and scholarly presentation

*presenting valid findings

*demonstrating the results

*identifying limitations

*drawing appropriate conclusions

*deriving recommendations

COURSE OBJECTIVES

The cornerstone of graduate degree work in the Applied Ecopsychology of Natural Attraction Ecology is for the student to demonstrate excellence in lieu of the expectations of various parts of society. In whatever form it takes, this validation must represent their work in IGE. At the bachelors level, it is the demonstration of the comprehension of an advanced body of knowledge in a given field.

This certification course is intended to empower the participants:

*to complete their degree program in conjunction with an IGE affiliated University

*to produce a certifying document or their work at IGE

*to understand the most appropriate manner of reporting their educational excellence to others.

BRIEF NEED STATEMENT

Effective preparation is the first key to successful completion of a degree program. A great deal of literature exists in support of building an effective certification of a students work and ability,

COURSE AUDIENCE

This course is open to all students

WHAT TO DO:

Document or List all the courses you have taken to show you have met all the requirements for Certification or Matriculation

If you are requesting credit for equivalent courses or BS or MS degree experience, document how you have spent the hours that provided the equivalency experiences.

Arrange to take the written and then, when required, the oral competency exam for you final certification or matriculation.

If you are going on to a degree, show or write 3-10 pages that demonstrate you know how to write using the APA Manual of Style that will be required for your Thesis or Dissertation if you do one. This paper may be an outline of your proposed topic for your degree. The paper may also be a statement of how you will apply this work in future personal or professional circumstances.

Project NatureConnect
Institute of Global Education
Special NGO consultant to United Nations Economic and Social Council.
P.O. Box 1605 Friday Harbor WA 98250
(360) 378-6313
nature@interisland.net
www.ecopsych.com

.

Contact: Michael J. Cohen, Ph.D.
Telephone 360-378-6313
Read the Ecopsychology Journal interview with Dr. Cohen: http://www.ecopsych.com/ecopsychologyjournal.html

Email: nature@interisland.net.
Website: www.ecopsych.com
Personal page: http://www.ecopsych.com/mjcohen.html

RESOURCES

Overview Article<http://www.ecopsych.com/hallucinatearticle.html>
Process Synopsis<http://www.ecopsych.com/transformation.html>
Fundamentals <http://www.ecopsych.com/mjcohen22.html>
Outcomes<http://www.ecopsych.com/survey.html>
Interview<http://www.ecopsych.com/ecopsychologyjournal.html>
Research<http://www.ecopsych.com/2004ecoheal.html>
Identity<http://www.ecopsych.com/thesisquote6.html>
Petition<http://www.ecopsych.com/petition2.html>
Articles<http://www.ecopsych.com/2004artnews.html>
Book<http://www.ecopsych.com/ksanity.html>
Film<http://www.imdb.com/title/tt1357054/>
NAE<http://www.NaturalAttractionEcology.com>

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Journal quotes from students who are doing natural attraction activities:

This weekend we had a wonderful blizzard! This brought us mounds and mounds and mountains of fluffy white snow which now adorns everything in sight. The world revolves around the snow for a moment, and I am reveling in it. At each turn there is a new aspect of the snow which I am fortunate to experience. The fresh blanket of white is amazing. I can only hint at the sparkling, pristine beauty...the exquisite purity...and the enchantment.

For this activity I was attracted to a snow cap perched atop something high in the air, a narrow cap of snow perched just so, arching over the top. I felt into the accumulation of snow, which is stacked about 12 inches high and is about 3 inches wide. A tall, narrow hat of snow.

I felt into it, and assumed its position and activity:

- Sitting tall, way up high
- Solid, steady
- Completely still
- Cold, collection of millions of flakes which now form a solid mass, a body of snow
- Extremely stable
- Utterly relaxed. The wind came at just the right angle and blew a bit off of an edge of the hat of snow. The hat did not waver or flinch.
- Ready to change form: the bit of snow flew off and fell readily and happily, splattering on the ground

I sat and breathed, being these qualities, allowing my body/mind to adopt these qualities of being at a deep level.

Some things that came to mind:

This snow-hat came all of a sudden as a result of sudden environmental conditions. It is a stable yet transient life-form. Being both still/stable and relaxed/ready for anything is an extremely balanced state for these conditions. In the past, I have been in suddenly arising situations in which I was not nearly as stable because I was either ready for anything but not still, or still but not relaxed and ready for anything. Both of these states of being resulted in instability and painful results- either perilous, terrifying and painful falls, or chaotic movement making coherent organization a challenge.

But when I respond to sudden conditions by adopting a stance of still, calm, stable, cool readiness,

- I am able to attain a graceful form, to become an adornment rather than a mess.
- Knowing that this form is transient gives it spiritual depth and special value. It becomes precious.
- Myself "as this form" has the opportunity to be a rare piece of artwork in my life, to be remembered with affection for years after the wind blows me into a different form.
- Staying still, calm, and ready, willing to be blown by the wind and frozen by the cold into flakes, I am able to settle just so atop things high above the ground. I am able to do things which I would not be able to do under ordinary circumstances by maintaining my qualities of stillness, coolness and relaxation while the forces around me create me into a work of art. Temporarily, my actions and nature's actions together amount to special powers which I can rejoice and delight in, and which I can experience the benefit of.

I felt joy and appreciation for all of these insights, and breathed my thanks to the snow-form, which stood tall and proud. A gust of chill wind blew a whisp of cloud by overhead, waving in appreciation for my noticing cold, wind, relaxation, readiness to move with it. Everything in the area began to flutter with this breeze, a dance of delight. Meanwhile, snow stood by, still and almost blue in its snowy loveliness, seeming to settle even more deeply into itself, into stability and beauty of form, natures sculpture which now includes me.

I feel this way when I do yoga. The Tree and Chair poses both embody some of these qualities, though both request that one stays in that stable position, while the snow is utterly relaxed and balancing. Ballerina pose balances this way. But this "pose" allows for the sort of relaxation in the Corpse pose (lying down).

Emotionally, I feel this way in moments of sweet appreciation for a moment that will be gone in a flash. I just stop and give thanks for the moment, glad that it happened, not needing it to continue- indeed, not have a wish to extend it, because that would alter something essential (and this would be a loss). Its transience makes it precious.

Outside, I've experienced this while balancing on a log, arms outstretched, resting lightly, knowing I might tip over at any moment and rest again on the forest floor. I've experienced it sitting atop a large boulder, so that I feel like an adornment. Was the feeling considered to be an expression of the natural world? Yes, it was.

Can I remember any incidents, beliefs or people who who removed you from enjoying this particular natural sense?

There have been situations in which people around me (or wranglers inside me) were unwilling or afraid to adopt one or more of the qualities which combine to create this magical opportunity.

- I or they tried to make the transient moment permanent- to hold fast against the wind rather than letting a piece fly off joyfully and splatter happily over the earth.
- I or they clenched in fear at being suddenly stacked high in the air. When it was me, I clenched. When it was they, they pushed me to stay still or cautioned me against my attraction, mistrusting it and pressuring (or begging or manipulating or even asking) me to abandon my attraction for theirs. Being clenched, the whole thing destabilized and toppled. The work of art requires readiness for anything, for change, for transformation into something else.
- I responded (or they responded to me) with heat and activity instead of calm, stillness and cool. The whole thing blew back out into the air and fluttered down in a million pieces.

Are these "wronglers" alive in me? I suppose to some degree, as this particular combination is one which I will be forever practicing. I am not yet a master. But I am better and better at catching myself and cultivating the magical combination. I have many, many transient moment jewels and feats of magic behind me, and I know how to do it (or to allow it), so I imagine they will continue to be created so long as I live. They are wonderful!

If I saw someone enjoying this sense, it would bring to mind the works of art which are nature....cathedrals of stone, kaleidoscope skies, looking-glass pools, lacy, beaded flowers, and those unnameable moments of love and meaning created when two living, loving beings grow a gossamer, golden webstring between them.

Activity 9:

My favorite plant, animal, mineral or sensation while doing this activity is the tall, narrow snow-cap. I like it because it is cool, still, balanced, willing to rest tall and high, at the same time relaxed and receptive to the forces of nature, ready to be swept away into another form the next moment. It is a transient work of art. Being this way, simple snowflakes become a strong, if momentary work of art whose beauty is carried forward into the next form.

I like myself because I am cool, still, balanced, willing to rest tall and high. At the same time, I am relaxed and receptive to the forces of nature, ready to be swept away to a new way of being at any moment. I am a transient work of art. Though I am just an ordinary person, these qualities enable me and my life to momentarily become a work of art. The beauty of this transient, artful form is then carried forward into my future forms.

Matching myself with a person I know:

I feel attracted to match myself with my sister Ellie. Attractions to her that I recognize in myself: we are both sweet-natured, nature-loving, fun-loving, intelligent, forgiving, curious, family-oriented, courageous, articulate, empowering, artistic, down-home, and goofy.

2. The three most important things you learned from this chapter and activity. Quote parts of the reading you feel are important and explain why.

a. Matching an attraction in nature helps me "get" a way of being holistically "in my body" so that I understand at the physical, emotional, spiritual and social levels. "You can find that truth by trusting your experience- what you sense adn feel- while doing these activities."

b. The insights help me understand and accept the past and empower me for the future. "The activity is similar to analytical therapies. It helps differentiate stories from the past from opportunities in the present, including the opportunity to psychologically change past stories."

c. Matching my attractions helps me to support and energize the qualities and skills that I value most. By nature, experiencing attractions is empowering. It enables me to locate these strengths in myself and bring them to the fore.. "Recognize that if you sense them, they are also some part of you."

My experience in nature shows me that I am a person who gets good feelings from reveling in works of art that are only intended to last for a moment,from still, tall collections of sparkling snowflakes. I get good feelings from honoring the attractions in myself and others. This enhances my trustfulness of nature's essence. It identifies the part of me who already trusts the wisdom of my visceral senses. Matching to sensory attractions is an effective vehicle for becoming a moment-by-moment work of art.

This could be helpful for someone who feels very disconnected or alienated from others. It enables a person to quickly identify a way to turn any experience into a work of art.

For an extensive collection of Journal quotes from students doing natural attraction activities:
Visit http://www.ecopsych.com/survey.html

OPTIONAL

Course Syllabus Information

COURSE SYLLABUS TOPICS
some or all of the following:

*building effective thesis proposal

*building meaningful proposal for projects in lieu of thesis

*selecting and narrowing a research topic

*justification of need for the course and certification

*establishing an effective strategy

*selecting an appropriate methodology

*using a style manual

*building the academic argument and scholarly presentation

*presenting valid findings

*demonstrating the results

*identifying limitations

*drawing appropriate conclusions

*deriving recommendations

COURSE OBJECTIVES

The cornerstone of graduate degree work in the Applied Ecopsychology of Natural Attraction Ecology is for the student to demonstrate excellence in lieu of the expectations of various parts of society. In whatever form it takes, this validation must represent their work in IGE. At the bachelors level, it is the demonstration of the comprehension of an advanced body of knowledge in a given field.

This certification course is intended to empower the participants:

*to complete their degree program in conjunction with an IGE affiliated University

*to produce a certifying document or their work at IGE

*to understand the most appropriate manner of reporting their educational excellence to others.

BRIEF NEED STATEMENT

Effective preparation is the first key to successful completion of a degree program. A great deal of literature exists in support of building an effective certification of a students work and ability,

COURSE AUDIENCE

This course is open to all students

WHAT TO DO:

Document or List all the courses you have taken to show you have met all the requirements for Certification or Matriculation

If you are requesting credit for equivalent courses or BS or MS degree experience, document how you have spent the hours that provided the equivalency experiences.

Arrange to take the written and then, when required, the oral competency exam for you final certification or matriculation.

If you are going on to a degree, show or write 3-10 pages that demonstrate you know how to write using the APA Manual of Style that will be required for your Thesis or Dissertation if you do one. This paper may be an outline of your proposed topic for your degree. The paper may also be a statement of how you will apply this work in future personal or professional circumstances.

FACULTY-STUDENT COMMUNICATIONS

-Telephone Contacts

The student will initiate an initial telephone conference with the

instructor within one week of enrollment to clarify a plan of action for

the course. This initial contact will help familiarize the student and

instructor with one another, and permit the transmission of clear

expectations for completion of course requirements. At least a monthly

telephone contact, at the student's expense, should be continued for the

duration of the course.

-Email Communications

Frequent email communications between student and instructor should be

initiated and continued for the duration of the course. Email

communication may require up to three or more exchanges per week.

-Alternative Communications

Students may send communications and materials via postal service and fax,

as appropriate.

COURSE DELIVERY STYLE

Participants will gather supportive books and materials from their

coursework before undertaking the preparation of this presentation. Upon

preparation of the complete first draft of the Validation, participants will

submit the document for peer review. Following peer review, participants

will prepare and submit the proposal for formal review by the instructor and

an ad hoc review committee of peers.

REQUIRED COURSE MATERIALS

Participants are required to make use of the materials from their previous

coursework and the American Psychological Association style manual to

conform their written work.

-Required Style Manual (select one)

American Psychological Association, (1983),Publication Manual of the

American Psychological Associaion, Third Edition. Washington D. C.

COURSE ASSIGNMENTS

-Assignment #1: Conceptualizing the Project

Under the direction of the instructor, and referring carefully to the

materials from their coursework, identify your strategy for being certified to

complete your degree program.

-Assignment #2: Annotated Bibliography

Prepare a first draft of the paper's strategy. Use some of the criteria for the

MS waiver and RES 890 when applicable. Familiarize yourself with hints

found at http://www.ecopsych.com/eco500dissert.html

-Assignment #4: Manuscript Outline

Construct an outline of the papar's flow.

-Assignment #5: Peer Review

Submit your draft proposal to two colleagues or more familiar with the

research topic for peer review Based upon the outcome of the peer review

process, restructure your materials into a formal research proposal of 5-15

double spaced typewritten pages.

-Assignment #6: Formal Package

Submit the final project and petition.

SUPPLEMENTAL LEARNING RESOURCES

See additional resource suggestions in RES 890

-Writing Guides

Strunk, W. and White, E. B. (1979) The Elements of Style, Third Edition.

New York: MacMillan.

Cook, C. K. (1985) Line by Line: How to Edit Your Own Writing. Boston;

INDIVIDUALIZATION OF STUDENT ASSIGNMENTS

The strategy for the Validation will be proposed

by the participant under the direction of the lead faculty. This will

permit maximum individualization of the project to the interests of the

student.

COURSE EVALUATION

The student's work will be evaluated based upon a review of the

components of the Validation and evidence of the peer review process.

COURSE GRADING DETERMINANTS

The course grade will be calculated based upon the following formula:

* implementing the strategy plan 50%

*annotated bibliography 20%

*manuscript outline 20%

*peer review 10%

COURSE COMPLETION TIMETABLE

Participants will have a maximum course time for any one course shall be 6

months.

WEEK #1: Initiate first telephone contact with the instructor for the

purpose of clarifying the plan of action for the course.

WEEK #2: Make first email contact with instructor, sending email

including written plan of action for instructor's feedback. Begin

conceptualizing the Validation according to the instructions in assignment

#1.. Maintain journal notations related to the salient points of the readings.

In collaboration with the instructor, identify and purchase a style manual

and other materials, as deemed essential for effective completion of the

research plan and the project.

WEEK #4: Complete the documentation elements in preparation for

building the research plan. Begin indepth evaluation of the material,

maintain complete and careful notations of the salient points of

all documents.

WEEK #8: Carefully complete preparatory materials and build an effective

annotated bibliography of them and their sources.

WEEK #10: Prepare the strategy elements of the Validation.

WEEK #12: Design the proposed manuscript outline.

WEEK #14: Submit first draft of the Validation to peer review.

WEEK # 16: Make final changes in the documents and submit final draft

of the Validation for review and approval by the instructor.

WEEK #18: Feedback will be received from the instructor.

WEEK #20: Corrected version of the Validation will be received by the

instructor for signing and submission to the dean from final approval.

WEEK #24: Contact instructor for final feedback.

SPECIAL NOTES AND INSTRUCTIONS

NOTE #1: Accelerated Progress

Students may progress through this course at a faster pace, as appropriate,

and under the careful direction of the Committee Chair.

NOTE #2: Grace Period

Students are encouraged to complete the course assignments well within

180 days allowed. However, on occasion, and as the situation merits, faculty

may voluntarily extend a 90 day grace period for students who have

circumstances which have made it unduly difficult or impossible for them to

complete the course requirements within the 180 days. Students should

request the grace period in writing from the instructor well before the end

of the semester.

NOTE #3: Leaves of Absence

Under special circumstances, students may request and can be awarded

formal leaves of absence from their studies. Students would not be required

to pay tuition for any new semesters which occur during the period of leave.

It is anticipated that a leave of absence will begin for most students

immediately following successful completion and approval of the formal

research proposal. The leave would extend to the next or subsequent point

of enrollment, should the student require completion of additional studies

related to the final project. A leave of absence related to the thesis or

dissertation will be allowed to extend through the completion of research

study, the preparation of the first draft of the manuscript, defense of

thesis or dissertation, and submission of the final approved manuscript.

Leaves of absence related to the final project will count toward the

maximum allowed period for completion of the degree. Written requests for

leaves of absence should be submitted to the Chair of the student's

committee for approval and confirmation with the Dean of the college.

FACULTY CONTACT INFORMATION

For the faculty contact information, please refer to the Lead Faculty

Information section of the Program Overview. If unclear of contact

information, communicate immediately with the University Administration.

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Achieve a Degree or Certificate to strengthen your professional interests, or your hobbies or pastimes, by connecting them with nature. Implement your strongest hopes as you increase personal and global well being.

Topics, subjects or leisure pursuits can include those listed below or other areas of interest: