Science topics: Neuroscienceapathy
Science topic
apathy - Science topic
Lack of emotion or emotional expression; a disorder of motivation that persists over time.
Questions related to apathy
The main variable of interest in the study is educational apathy with contributing factors that can include: mental health, socioeconomic status, school environment, academic performance, remote and in-person learning experiences, attendance, parental involvement, personal circumstances, home environment, and peer/social media influences. The participants will be high school students in South Dakota who have experienced education both pre and post-COVID-19 pandemic. The research aims to identify and analyze factors that lead to educational apathy to inform or enhance mitigation strategies and student learning and performance.
My formula is often humorously both observational apathy and not serious inaction, executed as ,somewhat self therapy, with jokes(which are minimum words before punchlines, delivered and timed well enough for the audience to laugh). Sometimes audiences pick comedians based on how much they relate.
Who agrees disingenuous empathy is worse than genuine apathy? How? Why?
Do you think COVID-19 pandemic would deepen the human’s tragic sense of life? And in relation to this, do you think the individualistic and instrumentalist philosophy of European culture marks its eventual end, bearing in mind that on the deprivation of “agony” and care for the “other” any culture could not survive?
The twentieth century has become the age of great tragedies, and it seems that the twenty-first century is not at all exempt from such a tragedy. Witnessing tragedy reveals two emotional states in a lethal contradiction with one another; apathy and attachment. In the first one, in the comfort of his own fictional self, the self is buried in an uncanniness, and in the second, he is drawn into a pathetic showdown accompanied by a deep agony. In the first, a pathos deprivation that triggers a hug with a blind passion to life characterizes the self, and in the second, the self is fermented by a pathetic confrontation within deep in the tragedy.
At a time when the extraordinary destructions of the first world war had not yet been witnessed and on the dates where European high intelligentsia was enjoying its most prolific periods, in 1912, Miguel de Unamuno, one of the most influential thinkers of Spain, declared that the reason was the enemy of life in his extraordinary book called “The Tragic Sense of Life”. He, in fact, stressed the vital role spiritual anxiety plays in driving man to live the fullest possible life.
It seems that Miguel had made a tragic prediction based on the inner reality of the human condition before the tragedy had a global appearance. What sort of affectional mood would you predict in the Covid crisis where the feeling of tragedy ever deepens day to day? Does Apathy point to the end of Western philosophy? Or is it an euphoric and ominous humming-up of the death instinct in the Lacanian sense?
How far digital technological innovations have succeeded in overcoming political apathy and political disengagement? If your answer goes utopian way, how sustainable will that change be? Do we have any empirical evidence which may suggest that the change in real sense is sustainable?
Gus Speth, a US advisor on climate change said:
“I used to think that top environmental problems were biodiversity loss, ecosystem collapse and climate change. I thought that thirty years of good science could address these problems. I was wrong. The top environmental problems are selfishness, greed and apathy, and to deal with these we need a cultural and spiritual transformation. And we scientists don’t know how to do that.” Cited from http://winewaterwatch.org/2016/05/we-scientists-dont-know-how-to-do-that-what-a-commentary/
How can this transformation be facilitated?
Do the theories of education suitable for scientific subjects such as math, physics, chemistry, etc...?
It seems clear that most of the developing countries and some of the developed ones use the theories of educations and obligate their teachers to train on some of these theories, Do these theories suitable for non-literature such scientific subjects? Some trainers say that these theories could be used for scientific subjects with little modifications. However, from my experience in the real classroom, the 21st-century methodologies of education which based on gaming much more than traditional education show bad results in the students' knowledge and their academic background. In my opinion, the bad results are due to unsuitable or incomplete educational environments such as apathy of students as well as teachers toward education -teaching and learning-, teacher ability to control the classroom, and number of students per classroom versus the period length of the lesson and the activities amount that required to deliver the lesson.
What are the particular strengths of developed countries such as Singapore’s instructional regime that helps it perform so well? What are its limits and constraints? Is Singapore’s teaching system transferable to other countries?
A 70 YOF with a hx of ulcerative colitis, lupus, anemia, chronic kidney disease, gastro-esophageal reflux disease w/ esophagitis & hyperprolactinemia, is presenting with symptoms of nausea, vomiting, diarrhea, bladder incontinence, rapid fine motor decline, memory loss, apathy, depression, loss of appetite, weight loss & executive functioning & cognitive impairment. It is determined that the pt has normal pressure hydrocephalus through MRI.
The pt undergoes ventriculo-peritoneal/lumbo-peritoneal shunt procedure. Initially, her symptoms improve, but 11 days later, the nursing home staff report she has a fever of 101.9 & all of her symptoms reappear (vomiting, diarrhea, no appetite, apathy, etc.). She is brought to the ER & a CT scan is done. The CT scan is unremarkable. Blood panels are ran & her stool sample is tested for c-diff & the results are negative.
Are her symptoms caused by a shunt malfunction, infection, obstruction, etc.?
