Explaining Subjective Consciousness Essay

Consciousness is a state of awareness. This includes a person’s feelings, sensations, ideas, and perceptions. There are many different states of consciousness.

Numerous factors determine when and why you feel tired, full of energy, and hungry. A person's state of consciousness and awareness varies throughout the day and depends on a person's activity, environment, and time clock.

believed that this method could be used in a more accurate representation of video data. She not

In the wake of slavery, the black body is constantly under attack. The hold co-exists within the wake of slavery. According to Christina Sharpe, college professor, author of In the Wake on Blackness and Being, (2016) “The wake; a state of wakefulness and a state of consciousness” (pg. 5). Being in the wake of slavery means one still faces the negative effects it and is aware of the negative affects it has on the black community. The hold co-exists in the wake of slavery and the black body is inhibited by this hold. Sharpe defines the hold as, “A large space in the lower part of a aircraft in which cargo is stowed (of a ship or aircraft); keep or detain (someone)” (p. 68). In the hold, the black body has been introduced, taught, ingrained and continues this idea of the language of violence. Through the actual hold of the ship during the Middle Passage, to the perception of blacks which also holds the black body, and to the engrained idea of the “masculine black body” which keeps queer black bodies in their own hold. In this paper, I will examine the intersectionality of blackness and queerness which is being held in the wake of slavery.

One of the ways an individual can understand cultural diversity is by creating a meaningful and genuine relationships with people who are from different cultures. Cultural diversity is an important phenomenal for teachers in training to become familiar with and I believe it is for this reason that the Education Department at Medgar Evers College has as one of its eight-unit standard Personal and Global Consciousness. The department under this standard expects teachers in training to examine, deconstruct, and reconstruct their own and others beliefs, values and perspective, to understand their own cultures, and to develop empathy and acceptance towards others culture. Teachers wishing to work in New York City

I will argue in the case “Where am I” that, at the instant of teleportation, the person on the East Coast is the same as the person on the West Coast, and that each person is me. However, the moment after the instant of teleportation, the two entities are related but different. The East Coast person has separate thoughts and feelings from his replica on the West Coast and each will have very different experiences. The first reason I believe that both are the same person at the moment of teleportation is that both have the identical body and mind with the exception of the cardiac defect of the East Coast me. Although the West Coast person is a replica of The East Coast person, there is physical continuity. In addition, the East and West Coast person have psychological continuity when the copy on the West Coast is made. They both share common memories, experiences, and mental states. This psychological continuity is the second reason why I believe that the East and West Coast entities are initially the same person. After the teleportation, the East Coast person and the West Coast person function independently. They each have separate and distinct experiences. They both share common memories and psychological continuity prior to the replication, but the more time that elapses after the teleportation, the greater the difference between the two people. In addition, as a result of the teleportation, the East Coast person will die of cardiac failure in a few days while the West

The Indiscernibility of Identicals is a principle, which affirms the rule that, identity holds if and only if their properties are wholly indistinguishable from one another. The Doctrine of Temporal Parts holds that, an object has temporal parts, and these parts are moments of the material object’s existence. The object in question can persist by having a single extending sequence of temporal parts. The principal of the Indiscernibility of Identicals holds that no two objects can be wholly indiscernible. However, according to the Doctrine of Temporal Parts, an object, X at time 1 (t), need not share all the same properties with object X at time two (t’). Nevertheless, according to our principal X at t cannot be identical with X at t’, because we can discern a difference between X at t from t’ (consider previous wall

A. The stereoscope had lenses that combined the two different pictures as one providing the three-dimensional illusion without much strain to the eyes.

Perception is defined as how you look at others and the world around you. Being able to select, organize and intercept information starts the perceptual process. Perception affects the way people communicate with others. An individual’s pattern of thinking can affect their perception of others. Most people communicate best with people of similar cultures.

The statements “I have a guilty conscious” and “My conscious eating me alive” are phrases that have been giving physical meaning by everyday people. What has not been given merit is the imaginable state of consciousness or ones conscious. Are the statements true or just simply a saying with no meaning?

There are four different sources of knowledge: perception, introspection, reason and memory. All our knowledge roots from our perception. Perception is the way humans sense the world outside the body. We perceive through our five senses: see, hear, smell, taste, and touch. Humans gain knowledge through experiences and experience through perception. Usually we can trust our senses to perceive our surroundings effectively but there are times we misperceive. Illusions, hallucinations or impediments of the accurate flow of information to our senses are examples of misperceptions. For example if someone hits their head causing their vision to blur or impedes them from effectively processing what occurring around them, then they shouldn’t trust their senses. Another example would be an anxiety attack causing a signal of threat to the brain also preventing the person from correctly processing their surroundings. If nothing can prove we are misperceiving then we have good reason to be believe our senses.

Normal vision occurs by a coordinated synthesis of the retinal images into a single brain image. If, however, one of the eyes does not transmit a coordinated or useful image the brain may choose to ignore this image when conducting its synthesis. The region of the

If we are alone in this universe is on of the biggest questions in science, in religion its already answered. They believe that the Earth is the center of the universe and that the stars and other planets first came after. And science says something else. But no matter what we “believe” in, we can never “know” for sure. And it is the knowing part that we need to focus on. And there is no better time than now to start doing

The role of consciousness in learning has been a heavily debated topic. Many researchers have been hesitant to even use the term “consciousness” when discussing the topic due to its vague nature and its difficulty to operationalize. Schmidt (1992) was one of the first researchers to explore in depth the true relationship of consciousness to second language learning. He operationalized the construct of consciousness under the umbrella term awareness. Awareness encapsulated attention and noticing, and implicit and explicit learning, factor groups which made awareness crucial for language learning (Schmidt, 1992). The factors attention and noticing held many interest’s as the notion of having a specific focus on the input, and noticing being vital to learning a new language, seemed unrealistic. The noticing hypothesis states it is one’s ability to change the input to long-term memory by not simply just noticing the input, but noticing all linguistic forms that are necessary to learn (Schmidt, 1992). These theories received backlash as many believed language could be acquired subconsciously without any target focus. Implicit and explicit learning shared a similar idea, but stressed the act of “understanding” (Schmidt, 1992). Understanding existed as a more complex form of noticing as it was less restricted to target learning and memorization. It was the ability to unconsciously internalize principals of the language. The contrast between the terms is implicit learning