8801+Integration+report+1


 * //Initial reasons for enrolling in the unit and expectations from the unit. (250-500 words) This is useful to come back to when you have completed the unit. //**

A successful and well-regarded professional, I had been an advertising copywriter for over 20 years when, in July 2009, I applied for and was accepted into The Climate Reality Project training in Melbourne with Al Gore. It was the start of a major change in career direction, but it was not sudden: Climate change and environmental degradation have long occupied my attention, watching our beautiful planet groan under the strain of human insensitivity. My determination to redirect my energy into creating a viable future for humankind outweighed my interest in advertising by a considerable margin! It was just a matter of finding a viable bridge in order to begin the transition.

 The training was pivotal. But not enough to secure a new career. Aware I needed to build skills in relevant areas, I took a 12 month sabbatical, living and volunteer working overseas until I found a next step. On returning to Australia, I discovered what I hope will be an ideal ‘on ramp’ to environmental communications. I enrolled in a postgrad in Integrated Human Studies with the University of Western Australia because it was the only course content that completely energised and excited me - a synthesis of my existing skills and a hug leap forward in developing new ones. With no background in science, my professional focus has been humanities based. Studying and understanding people is a core skill for any good writer. A Graduate Certificate in Integrated Human Studies will be key to my building the sort of skills and profile I expect will lead to a new career in the environmental sphere. **//Brief over view of the key contents and concepts covered in each topic to week 5. (250-500 words per topic: Include activities, forums, etc if appropriate). //** **Week 1 ** Largely an orientation week, this first week allowed me to explore the structure and mechanics of online study. I spent some time doing so, unfamiliar as a ‘moodle’ was to me (I am now sure it is //not // a genetically engineered hybrid of cow and poodle). Apart from a few early teething challenges - followed by some technical modifications and advice from Professor Bruce - I found the design of the virtual classroom and lessons very accessible and navigable. I contributed a couple of posts, established my profile online and set up a Skype account. It was an invavluable opportunity to become familiar with the system as well as how online study works.

The second major task for the first week involved exploring James Martin’s highly informative and engaging website which considers some of the significant challenges we face in the 21 st  century. The question posed then, regarded Martin’s assertion that this is a century of extremes. We were asked on what basis he can make this claim. And of course, he offered significant answers. From key issues of environmental degradation - water shortages, ocean fish stocks decline and soil erosion to climate change, extremes in poverty, population migration, the rise of shanty towns and concurrently, our population explosion, Martin also cited the dangers of large scale war, biological and nuclear weapons development and religious extremism as challenges which add up to extremes - which will either be overcome through the intelligent input of today’s generation of young adults - or result in a devastating plunge into another Dark Age.

This, coupled with the fascinating and detailed analysis of Anup Shah, opened our eyes to the breadth and depth of challenges we all face, as we step into our future.

**Week 2 ** The second week presented a rather more challenging question, going directly to what it is that constitutes a human being. Drawing on a number of online resources, we were presented with three facets of our species - mind, body and psyche.

 It was the latter I chose to explore in my assignment that week, on the basis that its definition and description was probably the most difficult and controversial. It was, of course, challenging to write about! I referred back to the ancient Greeks, for guidance on how to define psyche, and built my case for a list of facets of the psyche or spirit which could help define it. They included sapience, spirituality, a consciousness which allows us to say “I am”, sentience and a capacity for higher thinking. I added however, this was not a finite list nor was it universally accepted.

 Our second task was to actively engage with other students in the course to discuss in posts, the similarities or differences between the psyche and the human mind. This was interesting not only for the responses, but also, for the careful way in which each student addressed this often contentious, always difficult question. It served to provoke a deeper consideration of the possibilities and to view the contributions of my fellow students as invaluable.

**<span style="font-family: Georgia,serif; font-size: 110%;">Week 3 ** <span style="font-family: Georgia,serif; font-size: 110%;">There were two key streams of development involved in this week’s assignment work. The first involved the set up of our own wikispaces page/s. This was a task I approached with considerable apprehension. Naturally therefore, it was quite difficult for me to execute! However, I drew breath and revised my attempts several more times (which included appeals to Professor Bruce and fellow students who’d done it previously) and eventually launched my wikispaces ‘site’. A week where the topic referred to the social aspects of being human - and then instructed us to build a new forum for social interaction - was not lost on me.

<span style="font-family: Georgia,serif; font-size: 110%;">This was followed by an invitation to post and discuss two important issues of society today - the rise (or fall) of altruistic thought and behaviour in this century; and examples of our social predisposition. There were fairly strong indications amongst the posts that altruism in many first world countries is either stagnant or declining. In a country such as Australia where personal wealth continues to grow steadily, a lack of concern for those less fortunate proved a worrying marker for a future under threat.

<span style="font-family: Georgia,serif; font-size: 110%;"> In one of my posts I cited the rise of ‘social’ media as a potentially damaging influence which can, when misused or overused, provide the opposite effect to socialising. Like the Japanese example of hikikomori which a number of other students posted about, we are faced with some unforeseen negative side effects when we choose (or allow) technology and other contemporary pressures to override our natural need to interact face to face.

**<span style="font-family: Georgia,serif; font-size: 110%;">Week 4 ** <span style="font-family: Georgia,serif; font-size: 110%;">This was a week to delve into our earliest origins and take an anthropological journey of discovery. But rather than simply track the origins of homo sapien and our fundamental migrations, the assignment this week drew a fascinating comparison with the story of Neanderthal man, comparing his journey, survival, life skills, competition and ultimately extinction - with that of our own. The fact is, though we deride him with jokes about stupidity, Neanderthal survived approximately 300,000 years on earth. Today, that’s approximately 100,000 years longer than we’ve existed. At the rate we’re going, it is possible our extinction could come earlier than theirs.

<span style="font-family: Georgia,serif; font-size: 110%;">We also explored the notion of race in Week 4, and examined information from a number of online resources in addition to wikipedia, to develop a scientific understanding of the shift in focus from race as a divisive tool in human categorisation, to a more fluid, less segregated view of our species.

**<span style="font-family: Georgia,serif; font-size: 110%;">Week 5 ** <span style="font-family: Georgia,serif; font-size: 110%;">An introduction to the nature versus nurture debate formed the focus for this week’s study. At the heart of the discussion lies the notion that we are or are not a product of a pre-determined genetic plan. While science has traditionally focussed on research into genes as a source of the answers we seek, philosophy and other modern scientific disciplines have recently moved to take a more holistic view and consider who we are (or our ‘personalities’) are the result of a combination of these influences. It was easier to find reference material that drew conclusions supporting nature - through a focus on genetic or hereditary research - than it was finding detailed discussion of the power of environment to influence who we become. I found this incredibly interesting, especially given the fact we place enormous importance on environmental influences to shape our children from the moment they are born (or before).

<span style="font-family: Georgia,serif; font-size: 110%;">A second task referred to the concept of eugenics as a potential source for the development of a superior future race. While there were examples and cases which students suggested were worthy of consideration, the overwhelming response encouraged great caution for the potential of misuse of this concept. It particularly challenged notions of social justice and the potential for abuse of technology by those with power or financial superiority over those who had less. It is interesting that such resistance seems to have been an inevitable (and emphatic) response to eugenic proposals put forth on a number of occasions in modern history. There are those alterations to genetics we are largely willing to make, and those we are not, and the boundaries which separate the two have remained largely unchanged since eugenics was first discussed.

<span style="font-family: Georgia,serif; font-size: 110%;">In another thread, we were asked to discuss the notion of significantly changing the nature of our society and whether it was possible. Along with several other students, I drew the conclusion that continuous if not significant change was not only possible, but inevitable and unavoidable. There was however, some consideration given to the view that society changes, but that this does not indicate change in the fundamental nature of humankind. Referring back to the initial question posed in the thread, ‘nature’ in this context referred to thought, belief and behaviour. It was not suggesting change at a genetic level. I found it highly interesting that a number of us interpreted a change in nature to mean the latter - it suggests we are heavily influenced to believe that all things referring to ‘nature’ must find their origin in a physical or genetic interpretation. This would mean that extrinsic social shifts are incapable of creating significant intrinsic change in individual behaviour, thought and belief.

**//<span style="font-family: Georgia,serif; font-size: 110%;">Skills you have learnt or developed. (250-500 words: Include where appropriate such things as ability to post to forums, contribute to discussions, obtain information on the web etc as well as any other skills that you believe you have developed over the unit). //** <span style="font-family: Georgia,serif; font-size: 110%;">Apart from confidence in using a computer as a word processor, I had little if any skill in design, web content development, even in posting to forums, prior to this first course unit. Now, much of it is second nature, and I am tentatively quite excited about the development of my wikispaces site. I need to further my confidence in this arena in the coming months, but I can see how to develop these skills now, and am keen to explore more ideas.

<span style="font-family: Georgia,serif; font-size: 110%;">The process of exchange of ideas is also proving a rewarding one, though it seems a little timid in some respects currently. I expect as the course goes on, people will become more confident in online discussions and feel more willing to express themselves without self-censorship. At that point, I hope to participate in some robust discussions (Noting that I have, to date, posted a couple of potentially contentious views in the hope I might engage such discussion, alas, not yet. But I shall persist!)

<span style="font-family: Georgia,serif; font-size: 110%;"> I’m also enjoying the discovery of challenging ideas and new points of view from fellow students and in our reading materials. I am passionate about supporting newer Australians, people of other cultures or those for whom English is not their first language - particularly where they aren’t confident writers, as all personal writing is unique and therefore invaluable.

<span style="font-family: Georgia,serif; font-size: 110%;">As an internet hunter-gatherer, I have some experience sourcing materials online. However the disciplines of research for advertising are very different to those required for academia - and I have taken some time to adjust accordingly. I am certainly becoming more comfortable with this now.

**//<span style="font-family: Georgia,serif; font-size: 110%;">What you have gained from the unit to date, what would you like to have gained and what would you like to develop further in the remainder of the unit. (250-500 words) //** <span style="font-family: Georgia,serif; font-size: 110%;">Thus far, I have developed in two significant ways:

<span style="font-family: Georgia,serif; font-size: 110%;">Firstly, through growing confidence in my ability to meaningfully contribute to academic discussions and write papers of an acceptable standard for a highly regarded university. <span style="font-family: Georgia,serif; font-size: 110%;">Secondly, I have discovered great enthusiasm for the acquisition of knowledge! In particular, I am fascinated with information about human history. I am so pleased this course has introduced me to a wide variety of disciplines - from anthropology to sociology, philosophy, psychology, cultural history and contemporary sciences. It has greatly broadened my spheres of interest, opened me up to a greater number of potential career directions and provided me with a far more sound and structured base from which to explore solutions to 21 <span style="font-family: Georgia,serif; font-size: 110%;">st <span style="font-family: Georgia,serif; font-size: 110%;"> century challenges.

<span style="font-family: Georgia,serif; font-size: 110%;">Another unexpected gain which I relate to my studies, is the development of a sort of mentoring from a customer in the espresso bar where I currently work. Professor Emeritus David Yencken AO and his wife Helen Sykes are regular customers and I have engaged in many discussions with them over the course of the year. Aware of my studies and interests, they are offering enormous support, reading materials and fascinating discussions relevant to the course topics I’m addressing. This week, David Yencken invited me to a meeting and asked for my collaboration on a submission he is making for the redevelopment of Christchurch, in the wake of the devastating earthquakes. From this, I prepared a 6 page report on the use of logos and taglines in branding redevelopment projects for regions affected by natural or man-made disasters. Thrilled with my investigations, Professor Yencken is going to include my work in his submission! I directly attribute my entry into this sphere of potential and my confidence in preparing a research document, to the IHS studies I’m undertaking.

<span style="font-family: Georgia,serif; font-size: 110%;">In terms of skills I’d like to further in the remainder of the unit, I need to build my confidence and skill in analysing and reporting in assignments. Working often late at night and on the east coast of Australia, I am somewhat daunted by the remoteness of the University campus as a forum where I know I would naturally feel more immersed in the subject matter - and fellow students who are pursuing the same educational path. In order to compensate for that, I wish to build stronger online relationships with both tutor and fellow students as the course progresses.

**//<span style="font-family: Georgia,serif; font-size: 110%;">Has the unit affected your interests and attitudes if at all and how does it fit with your major areas of study or future career intentions. (250-500 words). //** <span style="font-family: Georgia,serif; font-size: 110%;">IHS has most certainly begun a whole new direction for learning, contributing to my interest and understanding of the human condition in ways I had not at all expected. Given that I’ve only just stuck a toe in the water (I am currently completing just the Introductory unit), I have little idea what to expect as the course continues, but am keen to find out.

<span style="font-family: Georgia,serif; font-size: 110%;">I entered the course with a focus on environment, considering that action on environmental issues is pointless without the ability to meaningfully engage with people. As the unit progresses I find myself more and more immersed in a fascination with humanity and how to motivate our willingness to embrace the need for change. Obviously the connection to environment is still there, but I feel I may have to cast a wider net as I seek out a first step in a new career. I am almost impatient to start!

<span style="font-family: Georgia,serif; font-size: 110%;">On another note, I have enrolled in the IHS Graduate Certificate course but have already decided to remain open to the idea of expanding my studies beyond it, if possible. I am enjoying the challenge and if it remains relevant and helpful in establishing a new career, I can think of nothing more exciting than learning along this direction.