Our COOPHA Campus - projections for October, 2018
(our campus is an Adult-Montessori/Constructivist learning environment milieu)
Co-founder is a sculptor specializing in plaster & cement with more than 25 years experience in creating rock-textures, globes, and miniature dioramas. He has a thorough knowledge of the region's limestone geology: the southern coast contains hundreds of caves and coral features. The geology translates into beautiful & useful design features; innovations include a cavern replica with attached restaurant (will provide culinary education). The replica is an awesome constructivist feature with several 'underground' chambers inside the house and on the roof, where the cave converts into a chamber of stars (a planetarium) and two space simulators. The cave and the simulators act as overnight 'rites of passage' for new students, as well as places for ongoing geometry & cartography work. All cavern spaces contain emergency kick-out panels for safety access.    
Our rooftop (darkroom) planetarium depicts binocular-visible stars within the Orion constellation. That star-field was chosen due to being an easily recognizable constellation from our rooftop. We hang many mirror-finished (highly reflective) bearings from the darkroom ceiling - each at various levels comparable to their actual (scaled) distances from each other - we try not to rely on electronics due to our constructivist values, as well as the added maintenance required due to ambient moisture & salt. But we do plan on having two flat-screens and camera monitors. As one enters, some 'stars' are below eye level, providing an extraordinary 3-D visual experience. An attached tiny tube on each string's base provides information on any star, including its constellation location, relative distances to each other, mass, and spectral classification (within our Starry Night Backyard software; Simulation Curriculum: a Canada-based company allows us to use the software for our educational purposes for free). Students choose stars, detach them from their magnetic supports (with their information sleeves) then transport them to the simulators (either to a shuttle, if the first time, or the space station, for ongoing research), there, flat-screens shows the software program needed to register the star into our game network (RCN), and allows other COOPHA students to observe in a separate classroom. 

Our RCN Game requires the repeated use of the enclosed spaces; each time a student 'travels' in search of new planetary acquisitions the cave and/or simulators are employed. That requirement acts like an activity-buffer, acting as an automatic (tactile/memory) refresher to previous content.

Physical science primers are used to introduce our students to advanced concepts relating to sociology & culture - therefore (& thereafter) we minimize the 'game', and stress 'social learning'. 

The COOPHA Rite-of-Passage, CROP:

CROP is a 'motivational/behavioral filter', useful as an intense individualized ordeal where potential candidates are monitored by COOPHA elders for the purpose of admittance; individual novitiates are challenged to obtain membership consideration by accomplishing the following game-like tasks:

​1. spend 48 hours performing the following tasks in an enclosed solitary      environment:

    a. overnight stay in our cavern labyrinth (no cell phone allowed).
    b. overnight stay in our space simulator.
    c.  perform hygienic functions in designated, close quartered areas.
    d.  obtain food and water in close quartered area - keep area clean.
    e.  maintain silence to outside world (unless emergency arises).
    f.   choose 'star' (a small silver ball in the planetarium).
    g.  bring 'star' to spacecraft simulator.
    h.  engage First Contact Protocol

FIRST CONTACT PROTOCOL (begins once seated in the spacecraft):  

a.  sign-in (log entry).
b.  place 'star' (globe model) in dedicated 'power' receptacle (this is an electrical switch which powers the screen).
c.  turn on overhead camera (feeds to classroom monitor in another section of the house).
d.  check two-way communication (say "hola!").
e.  provide classroom students the HIPPARCOS star-catalog numeral found with the 'star' (on a sleeve).
f.   pick-up Completion Crystal
g.  sign-out (log entry). 
h.  return 'star' and its sleeve to its original planetarium spot, then exit simulator through cave. 
i.   once outside, find an elder and hand over the Completion Crystal to him, and obtain his blessing (the blessing
     represents official acceptance to the RCN Academy)! 


1.  loss of 'star', its informational sleeve, or the Completion Chrystal = ABORT
2.  provide wrong HIPPARCOS numeral to classroom students = ABORT
3.  fail cleanliness inspection = ABORT
4.  (if alone) break 'silence prohibition' while in the modules = ABORT
5.  fail to give an Elder the Completion Chrystal = ABORT
COMPLETION CRYSTAL (read about EMPATHY in index). 

RCN back-story stipulates the earning of a blue stone (representing EMPATHY). Students who successfully perform their Rite-of-Passage must provide a glass marble to any Elder (marbles are located in the spacecraft simulator) - the elder will then empower the stone with his blessing, and keep it in a safe place: the Elder who keeps the stone then becomes a mentor to the student. The 'stone' is returned to the student during graduation, along with a clear (transparent) stone, and his RCN Academy diploma.

The Blue Stone Rite is an important component of COOPHA campus culture - as a future conversation piece the stone is a means to understand the past, and how belief-systems are precursors to present-day religion.   
Auyama: marketable ivy-borne pumpkin-like fruit/vegetable grown under our Chinola armatures.
Cavern:  RCN module - realistic geologic environment used as an overnight 'rite-of-passage'.
Chapel:  used for UUDR services - also open to members who are clergy.
Chickens:  free range for culinary program meat, and egg production. 
Chinola: marketable lime-like fruit used locally for juicing. 
Chinola Armatures:  vertical structures designed for fruit-bearing ivy. A COOPHA micro-business initiative.
Community Cafe:  part of our culinary program; the CC will be opened to the public and serve our students menu creations.
Fish:  marketable freshwater tropical fish sold to pet shops.
Iron Works Studio:  members receive classes, useful to build our own steel objects.  A COOPHA micro-business initiative. 
Kennels: space for 20 rescued animals under our Distressed Animal Sanctuary program.
Meditation Spaces:  space used for our Meditation Sangha (part of COOPHA's UUDR congregational outreach). 
Outdoor Dining Area:  space used adjunct to the Community Cafe - as an occasional 'night-out' with wives & girlfriends.
Overnight Crisis Rooms:  spartan spaces (hammock and bedpan) for men in temporary crisis needing peer supervision. 
Planetarium:  RCN module - 3-D stars-cape of primary Orion-constellation-stars, used within our astronomy role-play. 
Simulator1:  RCN module - spacecraft simulator used within our astronomy role-play.
Simulator2:  RCN module - space station (laboratory): this is an overnight navigation role-play room for a team of 4-6 players. 

information tube
reflective metal bearing-ball
star reflection
simulator 2
simulator 1
community cafe
Astronomy/Geography Cores:
The Completion Chrystal (or blue stone - here depicted as a dagger hilt's decoration) is part of the COOPHA token economy - the 'stone', along with 'token coins' (USA pennies) have additional values used within our role-play. The juxtapositions of 'violence' (dagger) and 'empathy' (blue stone) may appear contradictory, but upon reflection it invokes our human propensity to 'take care of our own' meaning, we understand our own-kind best (our people) excluding those who are not like us (the root of all human conflict). Empathy then is an evolving quality which needs nurturing, and which, like a seed, bears the ultimate fruit of Unity.

See TOKEN ECONOMY in the index.