consciousness

This is the assignment below

Psychologists have discovered that human beings experience several different states of consciousness during the course of a day. For example, people have times when they are especially alert and times when they are awake but not alert, often called “daydreaming.” Also, while people are asleep, they experience different stages of sleep, each characterized by different patterns of brain and bodily activity.

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In a multi-paragraph essay, discuss the different states of consciousness that you have experienced in the past 24 hours, including any periods when you were asleep, alert, or “daydreaming.” Be sure to describe both the brain and bodily activity you experienced during each state of consciousness. Include information from class materials, readings, and research on states of consciousness to support your discussion.

This is what I have written so far in Mind Tap Cengage learning and so far received a 40%

It’s almost five-thirty in the morning, and my biological clock has suddenly awakened me. My mind is conscious to the fact that I work today. Almost like a switch, my eyes remain closed but my mind is awake. I have to be at work by 6:45 am, and usually leave the house by 6:20 am. As I lay in bed for a few more minutes, I can easily drift back to sleep, but remain aware of the sounds coming from the kitchen as my husband prepares breakfast. Sitting up in bed, my eyes feel strained and I still feel tired. My overall demeanor is in a slow motion, as I get up and get ready for the day. I take a sip of coffee, after sitting in a daze for a few minutes as I stare at the morning news, though not really paying attention to it. By the time I finish eating breakfast, I find myself a little more alert and ready for the day.

Last night I laid down to sleep around 10:30 pm. I got home from work around 8:00 pm and spent some time with my husband watching TV. We both dozed off on the couch before making our way to bed. Feeling tired from the long day at work I close my eyes, and enjoy the warmth of my comforter and the soft pillow under my head. Our room is dark, and I fell asleep quickly. Suddenly I wake up to my husbands voice as he communicates with our teenage daughter. I question what is going on, as I hear him telling her It’s late, time to shut off her computer and get to sleep. It’s now 11:30 pm. I am able to fall right back to sleep. Unaware of the time, I recall waking up and going to the bathroom, then falling back to sleep again. I fall asleep on my back but recall times when I wake and turn onto my side.

While driving to work, I enjoy the silence in my car and the seat heater on my back. I reflect on the day ahead, and think about all the school work I need to complete. After about 10 minutes into my drive I turn on the radio and listen to some music. My energy level starts to pick up a bit more, as I arrive to work. It’s a full force drive from here, as I change into my work uniform, arrive at morning report, get my assignment, collaborate with the team, prepare the operating room and attend the patient. I am fully awake, alert, and oriented as one needs to be when caring for others. It’s another busy day in Jackson Ryder Trauma Center, and we are short staffed for lunch relief. My stomach alerts me of this as 12:00 pm approaches and no relief yet. Finally, I get to lunch. I find myself daydreaming as I blankly stare while the TV is on in the staff lounge after I eat. I disconnect for next fifteen minutes, not paying attention to what’s going on around me. After lunch, back to work full force, even though I find myself feeling a little slowed down. On the drive home, I settle into my car and drive at a slower pace, again enjoying the silence from a busy, non-stop, overstimulating day at work.

This is the Rubric scale below my current writing falls in the 2 category. The categories aren’t listed below but they go from 6 to 1

#

Focus & Meaning

Content & Development

Organization

Language Use & Style

Mechanics & Conventions

6

Very effective Focus & Meaning. Establishes and maintains an insightful controlling or central idea; demonstrates a thorough understanding of the purpose; clearly adapts the message to the audience; completes all parts of the task.

Very Effective Content & Development. Develops ideas fully and memorably, using appropriate concepts and terms.

Very Effective Organization. Demonstrates a cohesive and unified structure with effective use of paragraphing or grouping of information, logical connections and transitional devices throughout.

Very effective language use and style. Demonstrates precise, scholarly language and word choice, a defined voice, and a clear sense of audience; uses well-structured and varied sentences.

Very effective control of Conventions & Mechanics. Few or no errors in grammar, mechanics, punctuation and spelling.

5

Good Focus & Meaning. Establishes and maintains a clear controlling or central idea and demonstrates a general understanding of the purpose; adapts the message to the audience; completes most parts of the task.

Good Content & Development. Develops ideas clearly, using appropriate concepts and terms.

Good Organization. Demonstrates a mostly unified structure; consistent use of paragraphing or grouping of information, logical connections and transitional devices.

Good Language Use & Style. Demonstrates appropriate scholarly language and word choice, with some evidence of voice and a clear sense of audience; uses well-structured and varied sentences.

Good control of Conventions & Mechanics. Few errors in grammar, mechanics, punctuation and spelling that do not interfere with the message.

4

Adequate Focus & Meaning. Establishes a controlling or central idea and demonstrates a basic understanding of the purpose; usually adapts the message to the audience; completes many parts of the task.

Adequate Content & Development. Develops ideas adequately, using some concepts and terms.

Adequate Organization. Demonstrates a generally unified structure; inconsistent use of paragraphing or grouping of information, logical connections and transitional devices.

Adequate Language Use & Style. Demonstrates appropriate scholarly language and word choice, with an awareness of audience and control of voice; generally uses correct sentence structure with some variety.

Adequate control of Conventions & Mechanics. Some errors in grammar, mechanics, punctuation and spelling that do not significantly interfere with the communication of the message.

3

Limited Focus & Meaning. Establishes a controlling or central idea but demonstrates little understanding of the purpose; demonstrates self-absorption with little adaptation to audience; completes some parts of the task.

Limited Content & Development. Develops ideas briefly and inconsistently, using limited concepts and terms.

Limited Organization. Demonstrates evidence of structure; lacks paragraphing or grouping of information, logical connections and transitional devices.

Limited Language Use & Style. Demonstrates less scholarly language and word choice, some awareness of audience and control of voice; relies on simple sentences with insufficient sentence variety and word choice.

Limited control of Conventions & Mechanics. Several noticeable errors in grammar, mechanics, punctuation and spelling that may interfere with the communication of the message and undermine the authority of the writer.

2

Minimal Focus & Meaning. Suggests a controlling or central idea but demonstrates minimal understanding of the purpose; demonstrates more self-absorption than adaptation to audience; completes few parts of the task.

Minimal Content & Development. Develops ideas incompletely and inadequately, using few concepts and terms.

Minimal Organization. Demonstrates little evidence of structure; little evidence of paragraphing or grouping of information, logical connections and transitional devices.

Minimal Language Use & Style. Demonstrates non-academic language and word choice, with little awareness of audience; makes basic errors in sentence structure and usage.

Minimal control of Conventions & Mechanics. Patterns of errors in grammar, mechanics, punctuation and spelling that substantially interfere with the communication of the message and undermine the authority of the writer.

1

Inadequate or no Focus & Meaning. Fails to establish a controlling idea or bottom line and demonstrates no understanding of purpose; demonstrates no adaptation to audience; completes no parts of the task.

Inadequate or no Content & Development. Fails to develop ideas, using no concepts or terms.

Inadequate or no Organization. Demonstrates no evidence of structure; no evidence of paragraphing or grouping of information, logical connections and transitional devices.

Inadequate Language Use & Style. Demonstrates impersonal or unclear and incoherent language and word choice, no awareness of audience, and major errors in sentence structure and usage.

Inadequate or no control of Conventions & Mechanics. Errors so severe in grammar, mechanics, punctuation and spelling that they significantly interfere with the communication of the message and undermine the authority of the writer.

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