Results for "denial"

SPANISH - 4.2 - The Subjunctive with Doubt, Disbelief, Denial, and Certainty

WEIRDO Doubt, Disbelief, Denial

6 - Denial of Service

Descubre 2: Subjunctive with 'D' (Doubt, Denial, Disbelief) 4.2

Module 10 - Denial-of-Service

Vistas Spanish Chapter 13: The subjunctive with doubt, disbelief, and denial

L17- Denials of an offence

Claims, Denials, and Appeals

Lección 4: Doubt, uncertainty, denial verbs and expressions

Subjunctive Expressions Set 2: Doubt, Disbelief, and Denial

XX. Physical and Cognitive Changes 1. early adulthood: (18-30) a. reach physical peak: strongest, healthiest, and quickest reflexes b. physical decline is slow and gradual (usually unnoticed until late 20s) 1. possible explanations a. cells lose ability to repair themselves b. cells have preset biological clocks (limit ability to divide and multiply) 2. middle age (30-65) a. changes in appearance: grey and thinning hair, wrinkles b. sight difficulties (seeing in the distance) 3. old age (66+) a. muscles and fat begin to break down; lose weight and become shorter b. gradual or sudden loss of hearing c. reaction time slows Health Problems 1. some changes are natural others develop from disease, or lifestyle a. sensible eating, exercising, avoiding tobacco, drugs and alcohol will look and feel younger b. cancer, heart disease, and cirrhosis of the liver (encouraged by lifestyle) Marriage and Divorce 1. 90% of population will marry; 40-60% of new marriages end in divorce a. marriage success: how couples resolve conflicts & how often they share intimate and happy moments 1. arguments are constructive 2. arranged marriages are surprisingly successful Menopause and Sexual Behavior 1. menopause: the biological event in which a woman’s production of hormones is sharply reduced (usually between age of 45 & 50) a. woman stops ovulating and menstruating: conceiving children is no longer possible b. irritability and depression can develop (psychological origin) c. many women enjoy this stage (more confident, calmer, and freer) 2. sexual activity doesn’t decline with age Cognitive Changes 1. mid 20s: learning new skills and information, solving problems, and shifting problem solving strategies improves dramatically 2. 40s: peak of creativity and productivity 3. 50s-60s: peak in humanities (history, foreign languages, and literature) a person’s character and personality remain stable through the years A. Daniel Levinson’s Theory of Male Development (structures and transitions) 1. Early Adult Transition: 17-22 2. Entering the Adult World: 22-28 a. desire to explore the options of the adult world conflict with need to establish a stable life Age 30 transition: 28-33 a. reexamining life structure: occupation, marriage partner, life goals 4. Settling down: 33-40 a. “making it” & “becoming one’s own man” 5. Midlife transition: 40-45 a. “midlife crisis” Entering middle adulthood: 45-50 a. stability if transition was satisfactory 7. Midlife transition: 50-55 a. generativity: the desire, in middle age, to use one’s accumulated wisdom to guide future generations b. stagnation: a discontinuation of development and a desire to recapture the past Culmination of middle adulthood: 55-60 9. Late adult transition: 60-65 10. Late adulthood: 65-70 Female Development 1. women often face the same challenges as males a. 58% of adult women work outside the home 2. women generally don’t have a midlife crisis a. some women see period as a challenge after starting a family first 3. last child leaving home a. usually only traumatic if paired with an unstable marriage 4. depression is common among middle-aged women a. loss of role as mother, daughter, and wife Changes that Come with Aging 1. decremental model of aging: idea that progressive physical and mental decline are inevitable with age a. view is unrealistic b. ageism: prejudice or discrimination against the elderly Misconceptions a. the elderly rarely suffer from poor health, rarely live in poverty, and are rarely victims of crime b. the elderly rarely withdraw from life c. the elderly are rarely inflexible or senile Changes in Health 1. good health in adulthood carries over into old age 2. 80% of elderly have at least one chronic disease a. heart disease, stroke, cancer, diabetes, and arthritis 3. 65-74 year olds: 80% believe health is good 4. 75+: 72% believe health is good 5. quality of care is inferior to that of the general population a. 4% of elderly population live in nursing homes Changes in Life Situation 1. transitions in late adulthood a. 41% of women and 13% of men 65+ are widowed b. 60% of women and 22% of men 75+ are without a spouse 2. more elderly are spending time learning and developing new skills C. Changes in Sexual Activity 1. the best predictor of future behavior is past behavior Adjusting to Old Age 1. a negative self-concept results from: a. changes in health, recognition in the community, rare visits from family and friends, respect of privacy, leisure and work activities b. loss of physical control 2. assertive personalities cope better 3. AARP: speak out about social issues that affect the elderly there is much less decline in intelligence and memory than assumed 2. crystalized intelligence: the ability to use accumulated knowledge and learning in appropriate situations (increases with age) 3. fluid intelligence: the ability to solve abstract relational problems and to generate new hypotheses (decreases as nervous system declines) Dementia: decreases in mental abilities, which can be experienced by some people in old age 1. memory loss, forgetfulness, disorientation of time and place, decline in ability to think, impaired attention, altered personality 2. is not a normal part of normal development Alzheimer’s Disease: a condition that destroys a person’s ability to think, remember, relate to others, and care for herself or himself 1. 4.5 million have disease in U.S. 2. 6th leading cause of death among U.S. adults 3. most often leads to a weakened state that leads to fatal problems 4. causes are not completely understood and there is currently no cure Approaching Death 1. death is a culturally and emotionally confusing and complex process A. Stages of Dying 1. thanatology: the study of dying and death Elisabeth Kubler-Ross: studied how the terminally ill react to their impending death a. denial: “no it can’t be happening to me” 1. often leads to individuals avoiding treatment b. anger: “Why me?” 1. often alienate themselves from others c. bargaining: changing of attitudes combined with bargaining d. depression: begin contemplating the losses that are coming e. acceptance: often experience a sense of calm Making Adjustments 1. Camille Wortman theorized that Kubler-Ross’s stages were just the five most common styles of dealing with death 2. how should we deal with the impending death of others a. provide opportunities for the dying to have respect, dignity and self-confidence b. open communication about dying process and legal and financial issues c. avoid judgments concerning grieving of others the contemporary population is mostly insulated from death 2. life expectancy is much longer today and most people no longer die at home A. Hospice Care 1. hospice: a facility designed to care for the special needs of the dying a. goal is to create the most home-like environment where pain management can be provided b. home-based hospice care is now more frequently used than inpatient Dealing with Grief 1. John Bowlby: grief-based attachment research a. shock and numbness 1. can last several hours or weeks b. yearning and searching 1. grievers often isolate themselves 2. guilt and anger can manifest in this stage 3. may last for several months John Bowbly: disorientation and disorganization 1. depression can manifest 2. new reality becomes very confusing d. reorganization and resolution 1. griever overcomes feeling of isolation Pavlov’s Dogs 1. classical conditioning: a learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus a. attaching an old prompt or stimulus to a new prompt or stimulus 2. neutral stimulus (N): a stimulus that does not initially elicit any part of an unconditioned response a. sound of tuning fork (Pavlov’s experiment) 3. unconditioned stimulus (US): an event that elicits a certain predictable response typically without previous training a. food (Pavlov’s experiment) 4. unconditioned response (UR): an organism’s automatic (or natural) reaction to a stimulus a. salivation (Pavlov’s experiment) 5. conditioned stimulus (CS): a once-neutral event that elicits a given response after a period of training in which it has been paired with an unconditioned stimulus 6. conditioned response (CR): the learned reaction to a conditioned stimulus A. Acquisition 1. gradually occurs every time a N/US is paired with a UR/CR 2. best timing is when the N is presented just before an US (.5 seconds) B. Generalization and Discrimination 1. generalization: responding similarly to a range of similar stimuli a. Pavlov taught dog to respond to a circle; dog would respond to other figures 2. discrimination: the ability to respond differently to similar but distinct stimuli a. Pavlov proved by never pairing the food with the oval Extinction and Spontaneous Recovery 1. extinction: the gradual disappearance of a conditioned response when the conditioned stimulus is repeatedly presented without the unconditioned stimulus a. Pavlov stopped giving food after sound of tuning fork 2. spontaneous recovery: when a CR reappears when a CS occurs without a US John Watson & Rosalie Rayner: the case of Little Albert a. explored the relationship between classical conditioning and emotional responses b. trained 11-month old Albert to fear lab rat c. Rat (NS) + loud sound (US) => fear (UR) Hobart & Mollie Mowrer 1938 study a. developed a bed-wetting alarm to awaken children as they begin to wet bed b. Full bladder (NS) + Alarm (UCS) => Awaken (UCR) Taste Aversions 1. develop after illness follows dining experience a. usually connected to new food even when other food was eaten John Garcia & R.A. Koelling 1. Rats (A) shocked after drinking flavored water paired with flashing lights and clicking sounds a. rats developed an aversion to the lights/sounds 2. Rats (B) injected with drug activated by drinking water (led to upset stomach) a. rats developed an aversion to the taste of the water c. used to condition coyotes to hate the taste of sheep Behaviorism 1. classical conditioning is a great example of behaviorist theory a. behaviorist study behaviors that can be observed and measured; not unobservable mental activity Reinforcement 1. operant conditioning: learning in which a certain action is reinforced or punished, resulting in corresponding increases or decreases in occurrence a. participant must be actively involved 1. classically conditioned organisms are passive participants Positive and Negative Reinforcement 1. B.F. Skinner: trained rats to respond to lights and sounds (Skinner Box) 2. reinforcement: stimulus or event that follows a response and increases the likelihood that the response will be repeated positive reinforcement: adding something desirable after a behavior occurs 1. food (Skinner Box), social approval, money, extra privileges b. negative reinforcement: removal of something undesirable after a behavior occurs 1. changing a smoke alarm battery, buckling seatbelt, use of an umbrella Primary and Secondary Reinforcers 1. primary reinforcer: stimulus that is naturally rewarding, such as food or water 2. secondary reinforcer: stimulus such as money that becomes rewarding through its link with a primary reinforcer a. Wolfe experiment 1936 (Chimpanzees) b. money is best example Schedules of Reinforcement 1. continuous schedule: reinforcing behavior every time it occurs 2. partial schedule: positive reinforcement occurs sporadically a. acquired behaviors are more slowly established but are more persistent 1. discovered when the Skinner Box kept breaking down ratio schedules: reinforcement based on the number of responses 1. fixed-ratio: reinforcement depends on specified quantity of responses a. most consumer loyalty punch cards 2. variable-ratio: reinforcement after varying number of responses a. slot machines, door to door sales, telemarketing 1. very resistant to extinction interval schedules: reinforcement occurs after an amount of time elapses 1. fixed-interval: reinforcement of first response after a fixed amount of time has passed a. salaries, cramming for tests 2. variable-interval: reinforcement of the first response after varying amounts of time a. fishing, pop quizzes 1. very resistant to extinction shaping: technique in which the desired behavior is “molded” by first rewarding any act similar to that behavior and then requiring ever-closer approximations to the desired behavior before giving the reward 1. flag-raising rat a. reinforce rat for approaching flagpole b. reinforce after rat raises paw while near flagpole c. reinforce after rat gets on hind legs while near flagpole d. reinforce after rat nibbles at cord while on hind legs Combining Responses: Chaining 1. response chains: learned reactions that follow one another in sequence, each reaction producing the signal for the next a. complex skill of swimming involves organizing large response chains 1. arm stroke chain, breathing chain, leg kick chain Aversive Control: process of influencing behavior by means of unpleasant stimuli completed through use of negative reinforcers or punishers A. Negative Reinforcement: increasing the strength of a given response by removing or preventing a painful stimulus when the response occurs 1. escape conditioning: training of an organism to remove or terminate an unpleasant stimulus a. parents removing an unpleasant meal when child whines and gags while eating avoidance conditioning: training of an organism to respond so as to prevent the occurrence of an unpleasant stimulus a. parents deciding against presenting an unpleasant circumstance because child whines at the possibility Punishment 1. leads to the removal or reduction of behavior 2. must be unpleasant to work a. some reprimands may actually serve as reinforcers 3. positive punishment: adding unpleasant circumstances 4. negative punishment: removal of pleasant circumstances Disadvantages of Punishment 1. can produce rage, aggression, and fear in children 2. spanking can lead to increased aggression toward other children 3. can lead to children avoiding person who punishes 4. fails to teach appropriate and acceptable behavior Cognitive Learning 1. social learning: process of altering behavior by observing and imitating the behavior of others a. learning goes beyond mechanical responses to stimuli or reinforcement 2. cognitive learning: form of altering behavior that involves mental processes and may result from observation or imitation Latent Learning and Cognitive Maps 1. Wolfgang Kohler: chimpanzee study on insight 2. Edward Tolman: rat study on cognitive maps and latent learning a. cognitive map: a mental picture of spatial relationships or relationships between events b. latent learning: alteration of a behavioral tendency that is not demonstrated by an immediate, observable change in behavior Learned Helplessness: condition in which repeated attempts to control a situation fail, resulting in the belief that the situation is uncontrollable 1. college students/noise study 2. Martin Seligman Theory a. stop trying b. lower self-esteem c. depression ensues Modeling: learning by imitating others; copying behavior mimicry: performing old, established responses that we might not be using at the time. 2. observational learning: learning to perform a behavior after watching others perform it a. Albert Bandura: Bobo doll experiment 3. disinhibition: the increased likelihood a behavior will be repeated when observed behavior is not punished a. often used to alleviate phobias the systematic application of learning principles to change people’s actions or feelings A. Computer-Assisted Instruction 1. S.L. Pressey (1933) & B.F. Skinner (1950s) a. program that uses reinforcement (new information, choices, or point rewards) each time a student shows they learned something new b. program builds on information student has already mastered Token Economics 1. token economy: conditioning in which desirable behavior is reinforced with valueless objects, which can be accumulated and exchanged for valued rewards a. used in schools, prisons, mental hospitals, and halfway houses Self-Control 1. having people set up personal systems of rewards and punishments to shape their own thoughts and actions a. define the problem b. track the behavior c. set up a behavioral contract Improving Your Study Habits 1. progressively increase study quotas (successive approximations) a. remove conditioned aversive stimuli adjust to change or alter in order to fit or conform adapt A changing to fit new conditions menopause the biological event in which a woman's production of sex hormones is sharply reduced generativity the desire, in middle age, to use one's accumulated wisdom to guide future generations stagnation a discontinuation of development and a desire to recapture the past function the ability to achieve his or her goals within him or her self and the external environment. It includes an individual's behavior, emotion, social skills, and overall mental health assumed accepted as real or true without proof decremental model of aging idea that progressive physical and mental decline are inevitable with age ageism prejudice or discrimination against the elderly dementia decreases in mental abilities, which can be experienced by some people in old age Alzheimer's disease a condition that destroys a person's ability to think, remember, relate to others, and care for herself or himself component A part or element of a larger whole. isolating causing one to feel alone thanatology the study of death and dying hospice a facility designed to care for the special needs of the dying classical conditioning a learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus neural stimulus a stimulus that does not initially elicit any part of an unconditioned response unconditioned stimulus an event that elicits a certain predictable response typically without previous training unconditioned response an organism's automatic (or natural) reaction to a stimulus conditioned stimulus a once-neutral event that elicits a given response after a period of training in which it has been paired with an unconditioned stimulus conditioned response the learned reaction to a conditioned stimulus generalization responding similarly to a range of similar stimuli discrimination the ability to respond differently to similar but distinct stimuli extinction the gradual disappearance of a conditioned response when the conditioned stimulus is repeatedly presented without the unconditioned stimulus operant conditioning learning in which a certain action is reinforced or punished, resulting in corresponding increases or decreases in occurrence reinforcement stimulus or event that follows a response and increases the likelihood that the response will be repeated secondary reinforcer stimulus such as money that becomes rewarding through its link with a primary reinforce primary reinforcer stimulus that is naturally rewarding, such as food or water shaping technique in which the desired behavior is "molded" by first rewarding any act similar to that behavior and then requiring ever-closer approximations to the desired behavior before giving the reward response chain learned reactions that follow one another in sequence, each reaction producing the signal for the next aversive control process of influencing behavior by means of unpleasant stimuli negative reinforcement increasing the strength of a given response by removing or preventing a painful stimulus when the response occurs escape conditioning training of an organism to remove or terminate an unpleasant stimulus avoidance conditioning training of an organism to respond so as to prevent the occurrence of an unpleasant stimulus social learning process of altering behavior by observing and imitating the behavior of others cognitive learning form of altering behavior that involves mental processes and may result from observation or imitation cognitive map a mental picture of spatial relationships or relationships between events latent learning alteration of a behavioral tendency that is not demonstrated by an immediate, observable change in behavior learned helplessness condition in which repeated attempts to control a situation fail, resulting in the belief that the situation is uncontrollable modeling learning by imitating others; copying behavior token economy conditioning in which desirable behavior is reinforced with valueless objects, which can be accumulated and exchanged for valued rewards

Expressions of Doubt, Disbelief, or Denial, Verbs of emotion, Verbs of will and influence

Lecture 11: Denial of Service Attacks

subjunctive w verbs of emotions, doubts/disbeliefs/denial, and conjugation

13.2 subjunctive - Doubt, Disbelief, Denial

skept or science denial

Yellowhead Institute (2019). Land Back, A Yellowhead Institute Red Paper. Section 2: Denial(3, Land alienation, challenges to patriarchy, women/trans

Denial of Service Attacks and Defense

FINALS Lesson 1: An Embodied Spirit Coexisting with the Environment Human Being’s Understanding of Himself/Herself Human being is the source of many questions about the existence of the world and everything that exists in it. When he/she is confronted with the question “Who Am I,” which directly unveils his/her existence, he/she is pushed to the limit of existence. Jose Rizal believes that because a human being is endowed with reason, he/she wonders and questions about everything including his/her existence. Who Am I? According to Rizal and Kant Human being is endowed with reason He is self autonomous with self regulating will According to Karl Jaspers Human being is more than what he/she knows about himself/herself (Perennial Scope of Philosophy) According to Kant, human individuals… determine themselves through their interaction with their environment. they act autonomously, they make choices, including moral choices, with the aid of their reason. They have a strict duty to make these choices in accordance with moral law. Karl Jaspers Believes that human, the being of human is lost in a context of total determination. Thus what seems to be an obvious and ordinary question “Who am I” leads him/her into the depth of his/her being. This task summons him/her to leave the ordinariness of given time and context of his/her existence. Human beings Encounter with Existential Limit Situation Limit Situations German: Grenzsituation Any of certain situations in which a human being is said to have differing experiences from those arising from ordinary situations. Boundary Situations are inescapable and inevitable breaks of ordinary patterns of human existence, such as death, sufferings, conflict, tragedy, sickness, failures, communication, struggles and guilt. These boundary situations break the conventional pattern or ordinaryness of life. According to Jaspers, boundary situations lead.. to a deeper consciousness and experience of her limitations and fortitude. humans to a deeper level of reflection of her own self being. Sickness and Pain are opportunities to know more about yourself as human beings. Lesson 2: Various Ways in Dealing with the Question “Who Am I? In the Course of History Duality of Body and Soul Our body is separate and distinct from the soul Soul is immaterial Body shows corporeality (existing as physical body) We have soul or spirit (Lorenz 2009) Soul or the spirit is philosophically discussed as mind. For dualists, mind (mental) is not to be mistaken as brain (physical) since the mental is a unique phenomenon that cannot be reduced to a non mental or physical. Dualism a philosophical theory based on the idea of opposing concepts, human beings are made up of two independent constituents, the body and the mind or soul. Plato believes in the dualism of body and soul Human soul exist prior to the body and even if after the body is gone Doctrine is connected to theory of forms, material is separate from spiritual realm of forms or essences (world of ideas) Physical world is made up of appearances (destructible, illusionary and unreliable) or copies of what is real. Knowledge is to be found in the realm of ideas or essences which are eternal and true. The soul that humans possess pre-existed in the world of forms or ideas. Soul is immortal, learning is mere remembering or recollecting what the soul once knew when it was in the realm of forms. Rene Descartes Also recognized dualism He exists because doubt requires a doubter Him doubting is proof that he exists. He that exists is clearly a thing that thinks. He acknowledge that he is a body that is bound by some figure that can be located in some place and occupy space. Has the power to move, feel and think - this is attributed to body and soul. Unity of Body and Soul Thomas Aquinas Did not believe dualism Body and soul are not two separate entities, that interact with each other but are one being made up of matter and form Matter (body) and form (soul) cannot remain a being if matter and form are not united. A being ceases to exist in death, because the matter and form that make up that being is no longer complete. Whole is the sum of its parts, remove one part it is no longer whole. Aristotle Man is the whole of his body and soul. They are one like the oneness of the ugly and his figure. The relation of the body to the soul is the relation of matter to form. The body and soul are only two aspects of the whole man. Are the Spirit and Soul the same? Your soul speaks of your inner-life in relation to your own experience: your mind, heart, will, and imagination. It also includes your thoughts, desires, passions, and dreams. But your spirit speaks of the same inner-life in relation to God: your faith, hope, love, character, and perseverance. BODY, SOUL and SPIRIT according to Christian Perspective Body (Soma) – The Outermost Man 5 physical senses: smell, taste, touch, hear, see physical needs & desires: food, water, activity, shelter, clothing, oxygen, sleep, temperature regulation (FoWaSh TeReSOCA) Soul (Psyche) – The Outer Man SELF - identity, personality, character EMOTIONS - feelings & passions EVIL - dwelling place of sinful nature & evil spirits CONSCIENCE - know right from wrong INTELLECT - mind & thoughts WILL - your own will & desires (Seeciw) Spirit (Pneuma) – The Inner Man Spiritual Discernment Peace Revelation True Ministry Communicate with God Home of the Holy Spirit (Speret Coho) Human Consciousness and Existence John Locke advanced the theory of tabula rasa (blank slate or page) thoughts are conscious (we reflect and introspect) our consciousness is the criterion (standard) for personal identity as a thinking being ourselves consists of thoughts and sensation (physical feeling) of which we are conscious (awareness). Rene Descartes ( I ) self is a thinking thing. But what then am I? A thing which thinks. What is a thing which thinks? It is a thing which doubts, understands, affirms, denies, wills, refuses, which also imagines and feels. -said in Meditations on First Philosophy He exists and continues to exist as long as he is a “thing that thinks”. This consciousness that allows us to know that we exist composes our soul, which is a substance for Descartes, self-identity depends on consciousness. Immanuel Kant The self is a rational agent who can know their own thoughts and attitudes, and be responsible for them. Intentionality of consciousness (Phenomenologists) Feelings are being awakened by consciousness (Existentialists) To a phenomenologists, Man as an embodied subjectivity that gives meaning , with his body making incarnate or alive the meaning he gives (Dy 2001) Consciousness is thought that is always directed towards an object. Existentialists on the other hand confront the possibility. I might have been someone else or might have not existed (Tallis 2004). Our mind presents phenomena that are distinct from those experienced by the body. The Faculty of Reason Human beings have a mental faculty or capacity that enables them to think, reason, understand, compare, analyze, associate ideas. Human Being a Limited Being “The soul is the essence of the self” According to Aristotle the three kinds of soul: vegetative, sentient, and rational. Vegetative Soul includes the physical body that can grow. Sentient Soul includes sensual desires, feelings, and emotions. Rational Soul is what makes man human. It includes the intellect that allows man to know and understand things. Thus, Aristotle suggests that the rational nature of the self is to lead a good, flourishing, and fulfilling life (self-actualization). The pursuit of happiness is a search for a good life that includes doing victorious actions. In saying this, he posits (postulates) that part of the rational soul is characterized by moral virtues such as justice and courage. St. Augustine of Hippo a saint of the Catholic Church, and his authority in theological matters was universally accepted in the Latin Middle Ages and remained, in the Western Christian tradition, uncontested till the 19th century. The impact of his views on sin, grace, freedom and sexuality on Western culture can hardly be overrated. Stanford Encyclopedia of Philosophy (2019) He ultimately viewed the body as the "spouse" of the soul, both attached to one another by a "natural appetite." He believes that the body is united with the soul, so that man may be entire and complete. As a religious philosopher, he contemplates on the nature of man with emphasis on the soul as an important element of man. He believes that the soul is what governs and defines a man. Augustine espouses the significance of reflection and the importance of prayers and confessions to arrive at a justification for the existence of God. For him, "knowledge can only come by seeing the truth that dwells within us." Descartes asserts that the "thinking self" and "physical body" are distinct, they are complete opposites. He says that the mind houses our understanding, intellect, and passion. While our body is just a shape with different sizes that showcase motion. "I think, therefore I am". "I think therefore I am." Cogito ergo sum This phrase was first seen in his literary work “Discourse on Method”. For him, the act of thinking about the self (or being self conscious) is in itself proof that there is a self . John Locke bases his argument on his conception that human minds are blank slates or—tabula rasas—at birth. So, to develop a sense of ‘self’, we must experience and create memories. From there, after having gathered these experiences, we are able to mold and shape the self because we slowly become conscious of our abilities to think, reason, and introspect; we have developed a sense of ‘self’. If one remains unconscious, they are unable to construct themselves. Therefore, the ability to be conscious of oneself constitutes one of having a self. "The self is consciousness." David Hume a Scottish philosopher Hume says that in the content of one's experience, there will be two distinct entities ; impressions and ideas . Hume talks about how the self is just an illusion. "There is no self." Karl Jasper We see man’s body in its comparable expression. It belongs to man himself, has its own unique specificity, its nobility and beauty. The Relation of I and the Body The capacity of the human being to think or feel is the very basis of consciousness of the “I” of its existential existence; that tangibly exists as a thinking substance My body- main basis for reflection and self consciousness Loss of consciousness and arousal are frequent after severe brain injuries. Usually, patients recover from this transient state of coma to a normal state of consciousness even though they can suffer from various cognitive deficits. Paul Churchland Self is inseparable from the brain The brain is all that a person has, therefore if it is lost, the person is no longer there. A person's concept of self is given by their actual brain, not their fictional mind. Since the mind cannot be perceived by the senses, it does not actually exist. "The self is the brain." 10 Signs of People with Dementia Memory loss Difficulty performing familiar tasks Problems with language Disorientation to time and place Poor or decreased judgment Problems keeping track of things Misplacing things Changes in mood and behavior Challenges understanding visual and spatial information Withdrawal from work or social activities Bertrand Russel The British philosopher described them—each in his own case. Each person seems to have direct, immediate knowledge of his own conscious sensations and of the contents of his propositional attitudes—what he consciously thinks, believes, desires, hopes, fears, and so on. Immanuel Kant Our minds actively sort, organize, relate, and synthesize the fragmented, fluctuating collection of sense data that our sense organs take in. The unity of consciousness is a phrase invented by Kant to describe the fact that the thoughts and perceptions of any given mind are bound together in a unity by being all contained in one consciousness—my consciousness. "We construct the self." Kant disagrees with the notion that the self is formed or developed through experiences. He doesn’t believe that experiences and the self must co-exist for there to be a self. ➢ The self already pre-exists before we experience anything. It is the one that processes our experiences and synthesizes them into something familiar, orderly, and meaningful. "We construct the self." Sigmund Freud Austrian psychotherapist (he is not a philosopher) according to Freud, the self has three layers to the self: the conscious, unconscious, and preconscious. The Unconscious Mind Conscious – The small amount of mental activity we know about. Thoughts Perceptions Preconscious – Things we could be aware of if we wanted or tried Memories Stored Knowledge Unconscious – Things we are unaware of and can not become aware of Fears Unacceptable Desires Violent Motives Irrational Wishes Immoral Urges Selfish Needs Shameful Experiences Traumatic Experiences Gilbert Ryle According to British philosopher ,the self is best defined as a pattern of behavior, or as a person's tendency or disposition to behave in a particular way under specific conditions. Ryle’s concept of the human self thus provides the philosophical principle, “I act therefore I am.” There are complex and personal connections between the body and mind that are inherent (inborn). He says that behavior reveals the full range of human dispositions, which make up the mind. However, Ryle is certain that the complete system of feelings, thoughts, and behaviors that comprise the human self is expressed by the mind. Maurice Merleau-Ponty All self-knowledge is derived from the "phenomena" of experience. The "I" is a composite of mental, physical, and emotional components. Individuals will realize that the mind and body are one. He notes in his book, Phenomenology of Perception, that everything that people are aware of is contained within the consciousness. Consciousness is a dynamic form that actively structures conscious thoughts and actions. "The self is embodied subjectivity." The embodied self is, at the same time, subjectively aware of the world, and objectively part of the world as a human, animal, or other being. The self in the first sense will here be called “subject for the world” and in the second “object in the world.” Consciousness – means awareness of self and environment. I-existence Certainty of something is always related and rooted on the very foundation of reflection: “my body” My body feels something (reality) My body senses (touches, smells, hears) the I - existence and the existence outside of itself. Objectives Recognize own limitations or possibilities for one’s transcendence Evaluate own limitations and the possibilities for one’s transcendence Thomas Aquinas Of all creatures human beings have the unique ability to change themselves and things for the better. Human beings are moral agents Humans are both spiritual and material; our spirituality separates us from animals. It separates the moral dimension of our fulfillment in action. We have conscience, determining good and evil are our responsibility. Evaluate our Limitations and the Possibilities for Transcendence Forgiveness as a conscious, deliberate decision to release feelings of resentment or vengeance toward a person or group who has harmed you, regardless of whether they actually deserve your forgiveness. It frees us from our anger and bitterness caused by the actions and/or words of another.On the other hand, the hardness of our heart is reinforced by a whole series of rational arguments. Failure Failures force us to confront our weaknesses and limitations and to surrender to a mystery or look upon a bigger world. Acceptance of our failures makes us hope and trust that all can be brought into good. Loneliness It is our choice to live in an impossible world where we are always “happy” or to accept a life where solitude and companionship have a part. Our experience of loneliness can help us realize that our dependence on other people or gadgets is a possessiveness that we can be free from. Love To love is to experience richness, positivity, and transcendence. Love can open in us something which takes us beyond ourselves. Transcendence We have to struggle to regain spontaneous and vital awareness of our own spirituality. Transcendental and transcendence convey the basic ground concept from the words’ literal meaning (from Latin), of climbing or going beyond, with varying connotations in its different historical and cultural stages. The Human Person as an Embodied Spirit Theism is the belief that at least one god exists and that he or they created the universe and governs it. Deism is the belief that a higher being, i.e. god exists, but does not tell people what to do. Monotheism follows the same context as theism, except that it states there is only one God, hence religions such as Christianity, Judaism, and Islam fall under monotheism. Polytheism follows all the principles of theism, except that it believes that there is more than one god, which defines the beliefs of religions such as Hinduism. Oriental Philosophy Connected to mythology and is religious in nature. Persian Philosophy (Zoroastrianism) Indian Philosophy (Buddhism & Hinduism) Chinese Philosophy (Daoism & Confucianism) Eastern Philosophy Eastern Philosophy is a diverse approach to life and philosophizing, particularly centered on understanding the process of the universe and endless “becoming”. centered on spirituality Parameters of Comparison Eastern Religions Western Religions Beliefs most of them have a core belief of Karma and Dharma mostly based on day to day good deeds and the concept of judgment day Geography East and Southeast Asia mostly no religion is ever geographically bound. Mostly in the Western world no religion is based on boundaries. Existence of Supreme Power Have a varying degree of polytheists( Hinduism) to monotheists( Buddhism) They are mostly Monotheists where they believe in only one God. Consists of Buddhism, Hinduism, Shintoism, Confucianism. Islam, Judaism, Christianity, Evangelicalism & Catholicism. Zoroastrianism Principle Good thoughts, good words, and good deeds. Belief about God One God. Concept of Deity One good God who is always fighting against evil Life after Death Eternal life in either heaven or hell Practices Fire is used in worship and they pray 5 times a day. Goal of Religion To serve God by doing good deed for others Belief There is a battle going on between Ahura Mazda, the good God, and Ahriman, the evil God. Sacred Scriptures The Gathas, Yashts, and the Vendidad Three Basic Teachings of Hinduism Dharma the religious duty of people to follow the principles of cosmic order rules that guide morality of human beings Adherence to Dharma means following the laws and virtues of good living Dharma is an important concept found in many spiritual philosophies from the Indian subcontinent, including Hinduism, Buddhism, Jainism and Sikhism. Karma set of individual rules to a specific person’s life, based on their status and deeds in both their current and past lives. Any future existence depends upon a person’s good or evil actions. Moksha The state of escaping the sufferings of the physical world in death. It is the end goal in a person's life and marks the end of the cycle of rebirth. Three Main Spiritual Philosophies on Transcendence Hinduism At the heart of Hinduism lies the idea of human beings’ quest for absolute truth, so that one’s soul and the Brahman or Atman (Absolute Soul) might become one. The “AUM” symbol (or OM – the symbol in the center) symbolizes the Universe and the ultimate reality. It is the most important Hindu symbols. At the dawn of creation, from emptiness first emerged a syllable consisting of three letters – A-U-M (often written as OM). Atman A Sanskrit word that means inner self, spirit, or soul; the essence of an individual. There is a soul called Atman, Atman assumes a physical body through reincarnation (depending on the merits of one’s deeds. Atman transmigrates during birth and rebirth until liberation is reached (samsara) Atman however is connected to Bhraman (absolute self) All living things are connected intimately, hurting another being is hurting oneself because the connection between the two beings (Brahman-Atman) is severed, causing suffering. Hinduism is against killing any kind of living being (practice of ahimsa, or nonviolence to all living being). Human beings have dual nature: the spiritual and immortal essence (soul) which is considered real; and the empirical life and character. Hindus generally believe that the soul is eternal but is bound by the Law of Karma (action) to the world of matter, which it can escape only after spiritual progress through an endless series of births. Closely involved in the Hindu doctrine of reincarnation. The determining factor that decides the state of a person's rebirth is her action. Caste System Religious system of reincarnation Higher caste members are worthy of privileges because of good karma Lower classes hoped to improve their social status in the future lives if they behave well in the present According to the Upanishads, Atman and Brahman are part of the same substance; Atman returns to Brahman when Atman is finally liberated and is no longer reincarnated. This return, or reabsorption into Brahman, is called Moksha. When they merge at last into pure Being. Humanity’s basic goal in life is the liberation (moksha) of spirit (jiva). Hinduism holds that humanity’s life is a continuous cycle (samsara) where the body goes through a transmigratory series of birth and death, even though the spirit is neither born nor dies. Dharma (Duty) Karma (Action & Reaction) Moksha (Escaping Samsara) One’s place in society What goes around comes around Attaining “heaven” One’s duty By following Dharma, one “builds up good Karma Escape from the cycle of life, death, rebirth, life, death, rebirth, etc. One’s path Consequence Becoming one with Brahman Things you do in this life Determines one’s social position in the next life Ultimate goal of Hinduism Whatever one does to acquire Artha (Wealth) should be bound by Dharma. Else, one is sure to end up in a chaotic life of suffering. Moksha (liberation from the Samsara — from the cycle of births and deaths) is considered the highest goal of life. The Hindu dharma (Righteousness) does not permit an unbridled life of carefree enjoyment; everything has its preset boundaries. ‘Eat, drink and be merry’ is never considered the goal of life. Kama (pleasure) Hinduism permits enjoyment within boundaries. Hindu Gods and Goddesses (33 Million) In Hinduism, there is a belief in three highest deities, this is called Trimurti (trinity), of which Brama, is the creator, Vishnu the preserver and Shiva the destroyer. Added Notes Goddess Consorts Saraswati, the goddess of speech is to Brahma Lakshmi, the goddess of wealth is to Vishnu Parvati worship as mother goddess is to Shiva Unless the individual exerts real efforts to break away or liberate one’s spirit from the monotonous cycle, there will be no end to the cycle. Ultimate liberation, that is, freedom from rebirth, is achieved the moment the individual attains the stage of life emancipation. Hindu’s view of reality places a lot of emphasis on the attainment of self-knowledge. The goal of human life as conceived by the different Upanishads (text) is to overcome congenital ignorance. True knowledge (vidya) consists of an understanding and realization of the individual’s real self (atman) as opposed to lower knowledge that is limited to an interpretation of reality based solely on the data offered by sense experience. One concept common to all expressions of Hinduism is the oneness of reality. When we realize this unity with the absolute, we realize our true destiny. Also common to all Hindu thought are the four primary values: wealth, pleasure, duty, and enlightenment. To understand enlightenment, one must understand the law of karma, the law of sowing and reaping. The wheel of existence turns until we achieve enlightenment. Buddhism Origins developed in India 2500 years ago based on many of the core concepts of Hinduism essence of Buddhism is the attainment of enlightenment points to a way of life that avoids self-indulgence and self-denial. no supreme god or deity in Buddhism Divisions of Buddhism Theravada – found in Burma, Thailand, Sri Lanka, Laos, Cambodia, Myanmar, & in part, Indonesia, Vietnam, and Malaysia Mahayana – found in China, Japan, Korea, and Vietnam Vajrayana – found in Tibet, Nepal, Sikkim, Bhutan, and Mongolia Jodo Shin or Pure Land Buddhism – mainly from India, Japan Zen – mostly in Japan Siddhartha Gautama (563-483 BC) Born in NE India (Nepal) Raised in great luxury to be a king At 29, he rejected his luxurious life to seek enlightenment and the source of suffering Lived a strict ascetic life for 6 years Rejecting this extreme, sat in meditation, and found nirvana. Became “The Enlightened One” at 35. Founder Siddhartha Gautama or Buddha (means “enlightened one”) lived in the 5th century BC born into the Brahmin caste-led a luxurious lifestyle Became troubled by the human misery that he saw around him everyday Upon reflection, he deduced that desire was the root caused of all suffering (enlightened under a Bodhi Tree) not considered a god by his followers Main Philosophy The Four Noble Truths – Siddartha’s philosophy of the nature of human suffering and its relation to desire is articulated by these four statements: Life is full of pain and suffering. Human desire causes this suffering By putting an end to desire, humans can end suffering Humans can end desire by following the Eightfold path. The Eightfold Path Wisdom (WIVIRIN) Right View – Know the truth Right Intention – Resist self-centeredness Ethical Conduct (ECSAL) Right Speech Right Action Right Livelihood Mental Discipline (MEAR) Right Effort Right Awareness Right Meditation Reincarnation (Samsara) concept that one must go through many cycles of birth, living, and death After many such cycles, if a person releases their attachment to desire and the self, they can attain Nirvana (a state of liberation and freedom from suffering) Nirvana can be achieved from meditating and following the guiding principles of Buddhism, such as the Four Noble Truths and 8-fold Path Karma the law that every cause has an effect, i.e., our actions have results. This explains a number of things: inequality in the world, why some are born handicapped and some gifted. Buddhists believe that our past actions have an effect on who or what we are in our next life. Symbol of Buddhism Wheel of Life (Bhavacakra) – represents the endless cycle of life through reincarnation. Each of its eight spokes represents one of the teachings of the Eightfold Path. Lotus Flower – symbolizes purity and divine birth. The different color lotus flowers have specific meanings: for example, the red lotus signifies the qualities of the heart. The Wheel of Life, a diagram depicting samsara, brings together all the different factors that define and characterize the cycle of conditioned existence. Practices of Buddhism Live by this moral code: Do not take the life of anything living (non-violence / ahimsa) Do not take anything not freely given (stealing) Abstain from sexual misconduct and sensual overindulgence Refrain from untrue speech (lying) Avoid intoxication (drinking) Do not lose mindfulness Meditation training the mind to empty all of thoughts. When this happens, what is important becomes clear. Vegetarianism Many Buddhists today eat only vegetarian foods, and most groups will instruct on a healthy vegetarian diet. Buddhism Concept of Person/Being/HumanMan Anatta means “no self” and the doctrine of anatta is the Buddha’s most unique and radical teaching We usually assume that beyond our changing body, mind, and experience is an unchanging and unique ego or self Having identified this self “me” we then identify other things as “mine” This, according to the Buddha, is the cause of much of the distress and pain humans inflict upon themselves and others through greed, fear, ignorance, hatred, and self-deception

Understanding Denial-of-Service Attacks