This doctoral study, composed of four films and an exegesis, configures a new conceptualisation of death in and through film, assembling an intricate theorisation of ‘the mediated I’ and ‘the unmediated I’ of the witness. This thesis focuses on the consciousness of the witness, through locating a position and expression in reflective, reflexive, experiential, critical and artistic practice. My research questions the witness’s attempt to ‘manage’ the experience and tracks the self reflective process of thought s/he undertakes in the face of death, dying, coma and suffering. In probing the subjective experiences of the witness, the knowledge of disaster and the absent Other gives way to a moment of distinction between the spectator and the witness. The actual movement being proposed between the two is through the ways in which they both are activated through the reality of death. Critical and creative practice encourages a recognition of - and identification with - the possible meditations and negotiations of the witness. It aims to infuse a configuration of the witness by way of reflection in consciousness and artistic formulation. This thesis proposes a conceptual diagnosis as the original contribution to knowledge. I identify apathy as an anti-choice and unrecognised necessity of consciousness in the face of death, dying, coma and suffering. The research offers a new insight into the existential encounter of the witness. The aim of the practice component is to re-present and re-vision everyday encounters on television and in media alongside metaphors, possible meditations and negotiations to the subjective experience in and through filmic gaze. The visual propositions complement the written text by means of displaying the fear and anguish of the witness, and the attitude towards the Other, disaster and the irrecoverable death. The aim in turning this subject matter into an academic study has been to align two different perceptions: visual and theoretical practice. These two conceptual terms have offered distinct ways of handling the unsettling encounter from not only a witness’s point of view but also from the perspective of a researcher and the film-maker. Together, the visual and theoretical strategy reveal the workings of consciousness and creative meditation of the witness to identify the struggles against internal and external terror in being a witness. The research is interdisciplinary, deploying philosophy, literary and artistic theory. Yet it is not a contribution to the specialised discipline of philosophy, sociology or psychoanalysis of death, dying and suffering, but offers a critical and creative matrix combining inventive and reflexive approaches. This practice-based doctoral study challenges the artist and practitioner to create and then raise awareness through a dynamic, reflexive and interpretative discourse. It fuses genres, including autobiography, literary studies and visual arts. The relationship between the exegesis and films provide an innovative pathway through creative meditation and negotiation of the witness by integrating filmic presentations as an integral loop in the research. Every chapter frames a dialogue between already existing theories of death, dying and grief and filmic texts to transform experience into visuality through constructing a descriptive insight and artistic expression.

Apathy or lack of motivation is increasingly recognized to be a major factor affecting quality of life and prognosis in many neurological conditions. It is particularly prevalent in Parkinson's disease, impacting on every disease stage, including de novo cases, and has been reported to affect up to 70% of cases. Despite the pervasiveness of apathy, challenges remain in its detection, clinical assessment and treatment. Several lines of evidence have implicated fronto-striatal reward related neural pathways in the genesis of apathy but the precise processes remain to be fully explained. This thesis examines the potential mechanisms of apathy using Parkinson's disease as a model to study the condition. Novel oculomotor tasks that used eye movement and pupillary responses were developed to help assess if insensitivity to incentives could be an underlying component of apathy. This was examined in healthy young and elderly participants as well as in patients with Parkinson's disease. Patients were tested both ON and OFF their normal dopaminergic medication so that the effect of dopamine could be assessed and the association with apathy determined. This was also performed in a pharmacological study in young participants with the use of Haloperidol, a dopaminergic D2-selective antagonist. Insensitivity to rewards modulated by dopamine was regarded to be a contributory mechanism of apathy in Parkinson's disease and also applicable to general mechanisms of motivation in healthy populations.

INTRODUÇÃO: A apatia constitui o transtorno neuropsiquiátrico mais prevalente na doença de Alzheimer (DA) e se relaciona com uma série de desfechos deletérios. Sua neurobiologia ainda é pouco compreendida, e alguns autores postulam sua associação com disfunção de circuitos fronto-estriatais. A maior parte da evidência disponível sobre essa relação provém de estudos em que foram avaliados pacientes com DA leve a moderada. OBJETIVO: Investigar a associação entre apatia e disfunção executiva em estágios bastante iniciais do processo de declínio cognitivo no contexto da DA. MÉTODOS: Foram avaliados 87 indivíduos, sendo 28 deles com DA leve, 26 com Comprometimento Cognitivo Leve de subtipo amnéstico (CCLa) e 33 controles. Os participantes foram submetidos a uma bateria de avaliações da qual constavam a Bateria Breve de Rastreio Cognitivo (BBRC-Edu), o Mini-Exame do Estado Mental (MEEM), a Entrevisa Executiva (EXIT-25), a Bateria de Avaliação Frontal (BAF), a Escala de Avaliação de Demência (DRS), o Teste de Aprendizagem Auditivo Verbal de Rey (RAVLT), a Escala de Avaliação de Incapacidade na Demência (DAD) e a Escala de Apatia (EA). Explorou-se correlações entre o desempenho nos testes empregados e os escores aferidos pela EA, nos grupos com comprometimento cognitivo (DA ou CCLa), e em grupos constituídos a partir da combinação deles, considerando os pacientes com CCLa conversores à DA no seguimento. RESULTADOS: O grupo de pacientes com DA apresentava média de idade de 81,9 ± 4,8 anos e escolaridade média de 2,5 ± 2,0 anos. O grupo com CCLa apresentava média de idade de 80,8 ± 3,7 anos e escolaridade média de 3,7 ± 2,8 anos. O grupo dos controles apresentava média de idade de 79,5 ± 3,5 anos e escolaridade média de 3,7 ± 3,3 anos. Os três grupos não se distinguiam significativamente quanto às suas características sociodemográficas. Não foram observadas correlações entre o desempenho em quaisquer dos testes de função executiva empregados e os escores obtidos por meio da EA. Observou-se correlação forte entre o desempenho funcional auferido através da DAD e os escores na EA (rho= -0,7; p<0,001) no grupo DA. Documentou-se correlação moderada entre a sintomatologia apática e o desempenho na subescala Atenção da DRS (rho= -0,59; p<0,01) e em tarefas de evocação tardia nos testes de memória episódica da BBRC (rho=-0,37; p<0,05) e do RAVLT (rho= -0,47; p< 0,001), quando analisados em conjunto os pacientes com DA e aqueles com CCLa que converteram para DA. CONCLUSÃO: Nesta amostra de indivíduos com baixa escolaridade, composta por pacientes com DA leve e CCLa, não se observou associação entre o desempenho em testes de função executiva e a sintomatologia apática medida pela EA / INTRODUCTION: Apathy is the most prevalent neuropsychiatric disorder in Alzheimer disease (AD), and has been related to several deleterious outcomes. Its neurobiology is still poorly understood, and some studies have suggested an association with frontostriatal circuits dysfunction. Most of this evidence comes from studies with mild to moderate AD patients. OBJECTIVE: To investigate the association between apathy and executive dysfunction in the very early stages of cognitive impairment in the context of AD. METHODS: 87 subjects were evaluated, being 28 with mild AD, 26 with amnestic Mild Cognitive Impairment (aMCI) and 33 controls. The participants were submitted to a comprehensively evaluation consisting on the Brief Cognitive Screening Battery (BCSC), the Mini-Mental State Examination (MMSE), the Executive Interview (EXIT-25), the Frontal Assessment Battery (FAB), the Mattis Dementia Rating Scale (DRS), the Rey Auditory Verbal Learning Test (RAVLT), the Disability Assessment in Dementia (DAD), and the Apathy Scale (AS). Correlations were investigated between AS scores and the performance in the cognitive measures within the two cognitively impaired groups (AD or aMCI) and also within combinations of them, considering aMCI convertion to AD. RESULTS: The AD group had mean age of 81.9 ± 4.8 years, and 2.5 ± 2.0 mean years of formal education, while the aMCI group had mean age of 80.8 ± 3.7 years and a mean of 3.7 ± 2.8 years of schooling. Controls were aged 79.5 ± 3.5 years, with 3.7 ± 3.3 years of education. The three groups did not differ statistically from each other regarding the main sociodemographic features. There was no correlation between any executive measure and AS scores. We found strong correlations between AS scores and functional performance evaluated with the DAD (rho= -0.70; p <0.001) in the AD group. There were also modest to moderate correlations between AS scores and DRS Attention subscale (rho= -0.59; p<0.01), and with delayed recall tasks of episodic memory tests from the BCSB (rho=-0.37; p<0.05) and the RAVLT (rho= -0.47 ; p< 0.05), when AD and aMCI converters were analysed toghether as a group. CONCLUSION: In this sample consisting of mild AD and aMCI subjects, with very low educational level, we failed to find any association between executive function tests performance and apathy symptoms measured with the AS

This Diploma project deals with motivation of unemployed people who are forced to search for a new job. The key problems are described here, together with their solution that should contribute to increased motivation to find a job. The ultimate effect of these proposals is total saving of state finance funds.

Parkinson’s Disease is a degenerative neurological disease where dopaminergic neurons in the basal ganglia degenerate and die. This leads to dopamine deficiency in the basal ganglia, affecting both motor and non-motor systems, giving both motor and non-motor symptoms. Common non-motor symptoms in Parkinson’s disease are depression, anxiety and apathy. Exercise have shown to be effective in decreasing depression in otherwise healthy people. The aim of this degree project was to examine if exercise can act as a treatment against impaired mood for people with Parkinson's disease. Nine trials investigating the effect of different types of training with different duration and different exercise intervals were selected and studied. By comparing the results obtained in these trials, it was found that in seven of the nine studies, exercise have had a positive effect on depression. Fewer studies had examined anxiety and apathy, and the effect of exercise was not as clear. Anxiety decreased in two of three studies and apathy decreased in one of three. The studied material is limited but the conclusion that can be drawn from this study, is that exercise is a safe way to, without negative side effects, treat and/or counteract mood disorders including depressive symptoms in Parkinson’s disease, mild to moderate stage.

The prevailing utility, and indeed necessity, of clinical staging models applied in considerations of neuropsychiatric disease progressions is discussed from the perspectives of schizophrenia spectrum disorders and affective disorders, cannabis in schizopsychotic disorder, incidences of affect and psychosis, staging disorders in aging and the indices and prevalence of apathy. There would appear to be a strong current consensus that the pursuit of clinical staging of these and other brain disease states has contributed a systematic conceptual instrument to facilitate the better understanding, diagnosis, prognosis and treatment as derived from a multitude of genetic predispositions, symptoms and syndromes, early-onset and prodromal phases, recurrences and relapses, that have complicated the situation of the patient. Through a staging determination of the disorder, elements of diagnosis will describe the progression of symptoms/syndromes through pre-onset, prodromal, first-episode, recurrences and relapses, and treatment resistance thereby facilitating the eventual prognosis, intervention alternatives and treatment. This approach varies from observations of individuals at early stages of development (infancy, childhood, adolescece) to early middle age, in the case of diseases expressed through the aging processes. Essentially, the major contribution of the staging model may lie in the early identification, diagnosis, and treatments of disorders that afflict the brain and central nervous system.

Student motivation is investigated in this study as a means of abrogating apathy within a public high school Jewelry course. The study is an attempt to answer a personal question of whether students could be internally motivated to a level of excitement that they would take ownership for their personal learning and the learning of their classmates. The study also addresses four main points that cause apathy, or are caused by apathy, they are: zero sum competition, compassion and support for classmates,ownership of the physical facilities, and the development of a conscientious public. Through a desire to test data on autonomy, high school students in a Jewelry 2 course were given freedom to choose what projects they made, what materials and processes they used, and what grade they received at the end of the semester. The study was a classroom action research project. Narrative analysis was used as a reflective tool to organize the data into thematic events that tracked the strengths and weaknesses of the study. Key teaching strategies were introduced in this study, including the following: personal goal setting by students to formulate an individualized curriculum; self-grading; and process diaries that the students wrote in daily to track their progress on their goals, and for use as a tool of accountability. The teaching strategies were designed to increase students' intrinsic motivation, creativity, sense of ownership for their personal learning and the learning of their fellow students, to develop a caring environment, and to develop ownership of the physical facilities of the school.

This thesis explores current research on autonomy. Autonomy is defined in three categories: freedom to pose questions and encouraging student choice, trust in students to solve problems posed by those questions, and allowing student reflection on progress. Autonomy is one solution to promote intrinsic motivation in students. Autonomy supportive classrooms feature mainly language learning atmospheres in research. However, it is also pertinent to contemporary art education as it promotes an environment for student creativity. Student performance and the modes of measurement for this research project are based on common formative and summative assessment measures. Will autonomy in the classroom combat issues of poor performance? While there is significant research occurring in the field of language learning regarding student autonomy in the classroom, very little is found in the Basic Digital Photography area. This study employed an action research project in order to determine if student autonomy is an effective tool in the basic digital photography classroom. Data collected include survey results, student journals, homework completion rates, and test scores to compare the results of student performance from a teacher directed unit to a more autonomous one. A new plan of action for incorporating findings into another unit is proposed as the autonomous unit as it currently stands revealed that autonomy is not an effective tool in the manner it was utilized in this Basic Digital Photography classroom.

A gap, known as the privacy paradox, often exists between peoples' privacy concerns and the actions they take to protect their privacy. This thesis investigates how a small sample of undergraduate students perceive their online privacy, the measures they take to protect their online privacy, and the reasons for their action/inaction. In so doing, it seeks to ascertain whether the findings of Hinds et al.'s (2020) regarding Facebook users' perceptions of online privacy issues are replicable among a sample of undergraduate students who are regular users of Instagram. Interviews with 20 undergraduate students were conducted to gather information about their online privacy concerns, their attitudes toward social media platforms collecting their information, and the privacy protection strategies they employ. The findings suggest that in enacting protection strategies, the participants delineate between both social and institutional conceptions of privacy, and the notion of privacy as a right requiring protecting versus viewing privacy as a negotiable commodity. This, in turn, suggests a possible need to re-consider how privacy-related education is approached as well as privacy policy.

Research on attitudes towards immigration policies typically considers the economic and cultural threats that compel many Americans to favor exclusionary policies that curb immigration. Less is understood about how indifference to inequality shapes Americans’ attitudes towards immigration policies—that is, how ‘not caring’ about the unequal conditions faced by immigrants likely has detrimental consequences for their safety and wellbeing. The present research examines indifference to inequality as a predictor for policies that impact opportunities for immigrants to come to the U.S., and who are otherwise undocumented and/or at great risk for exploitation. Using survey data from the American National Election Studies gathered in 2016 (Study 1; n = 3,187) and 2020 (Study 2; n = 6,941), we find that greater indifference to inequality is associated with less support for providing a path to citizenship for undocumented immigrants, and greater support for building a wall between the U.S. and Mexico, independently of other explanatory intergroup variables (e.g., prejudice, threat, and demographic characteristics). However, these associations tend to be moderated by ethnoracial background, such that although indifference to inequality predicts immigration policy attitudes among U.S.-born White Americans, it is not predictive of attitudes among U.S.-born Latino and Black Americans. Furthermore, these associations are not moderated by recent family history of immigration, suggesting that respondents’ group status in the U.S. ethnoracial hierarchy, and not the personal relevance of immigration, may well be driving these associations.