Cognitive Intervention Case Studies: A Case Study of a Spousal Communication Education and Training Program for Alzheimer's Disease

1998 ◽  
Vol 8 (4) ◽  
pp. 22-29
Author(s):  
J.B. Orange ◽  
Angela Colton-Hudson
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Training Program ◽  
Case Studies ◽  
Education And Training ◽  
Cognitive Intervention ◽  
Communication Education ◽  
Spousal Communication ◽  
And Training

scholarly journals PERFIL NEUROPSICOLÓGICO TÍPICO E ATÍPICO NA DEMÊNCIA DE ALZHEIMER: DIFICULDADES DIAGNÓSTICAS EM TRÊS ESTUDOS DE CASO

polemica ◽  
2018 ◽  
Vol 18 (3) ◽  
pp. 129-139
Author(s):  
Marina Martorelli Pinho ◽  
Carlos Eduardo Norte ◽  
Daniel Nogueira da Gama Chaves ◽  
Helenice Charchat-Fichman
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Early Diagnosis ◽  
Episodic Memory ◽  
Case Studies ◽  
Cognitive Functions ◽  
Neuropsychological Evaluation ◽  
Cognitive Profiles ◽  
Dementia Diagnosis

Resumo: A Demência de Alzheimer (DA) é tipicamente caracterizada por déficits precoces na memória episódica, seguidos de déficits em outras funções cognitivas. Entretanto, estudos recentes mostram que déficits precoces em outras funções cognitivas podem estar presentes, configurando um tipo não-amnéstico na DA, denominada DA atípica. Dessa forma, esse estudo tem o objetivo de analisar a heterogeneidade neuropsicológica descrevendo três estudos de casos de demência de Alzheimer. Método: o trabalho consiste na análise de três casos de DA. Uma avaliação neuropsicológica extensa foi realizada em todos eles. Resultados e discussão: os resultados desses estudos de caso mostram dois perfis cognitivos distintos – um típico e um atípico. Compreender essa heterogeneidade cognitiva na DA é necessária para diagnósticos precoces, e consequentes, terapias mais específicas e personalizadas para esses pacientes.Palavras-chave: Doença de Alzheimer. Neuropsicologia. Demência. Diagnóstico.Abstract: Alzheimer's Dementia (AD) is typically characterized by early deficits in episodic memory, followed by deficits in other cognitive functions. However, recent studies show that early deficits in other cognitive functions may be present, configuring a non-amnestic type in AD, which were referred to as “atypical”. Thus, this study aims to present the neuropsychological heterogeneity describing three case studies of Alzheimer's disease.  Method: this study consists of the analysis of 3 cases of AD and extensive neuropsychological evaluation was performed in the analyzed cases. Results and Discussion: the results of this case study show two distinct cognitive profiles - one typical and one atypical. Understanding this cognitive heterogeneity in AD is necessary for early diagnosis, and consequent, more specific and customized therapies for these patients.Keywords: Alzheimer's disease. Neuropsychology. Dementia. Diagnosis

"Do no harm" - A Call for Greater Ethical Regulation of Innovation in Education and Training

CADMO ◽  
2009 ◽  
pp. 123-144
Author(s):  
Tim Oates
Keyword(s):  
Case Studies ◽  
Social Systems ◽  
Education And Training ◽  
Management Of Innovation ◽  
Innovation In Education ◽  
Do No Harm ◽  
Complex Social Systems ◽  
And Training

- The paper examines the curious absence of ethical regulation of trialling and mass innovation in education and training, contrasting the management of innovation in education with management of innovation in the medical arena. The issues are explored through four case studies from the English context. Each case study illustrates a different approach to mass innovation and reveals acute limitations in the design of trials. The paper explores the debate regarding whether trailling is possible in complex social systems but argues that there has been a serious neglect of the rights of learners in respect of innovation. The breakdowns evident in the case studies provide the basis for an argument that there is a need for ethical regulation of trialling, and the paper tentatively presents some prototype criteria for such regulation.

scholarly journals Improving Education and Training of Dutch Major Hazard Control Inspectors: A 15 Years Longitudinal Case Study

2020 ◽  
Vol 17 (6) ◽  
pp. 1959
Author(s):  
Paul Lindhout ◽  
Karel van der Werff ◽  
Genserik L. L. M. E. Reniers
Keyword(s):  
Training Program ◽  
Teaching Style ◽  
Education And Training ◽  
Professional Standards ◽  
Systematic Evaluation ◽  
Future Perspective ◽  
Hazard Control ◽  
And Training

The education and training program for inspectors of Major Accident Hazard Establishments, specifically the EC Seveso III directive implicated Dutch chemical companies, changed considerably over a fifteen year period. This longitudinal, time-series cross sectional case study describes the development of the education and training program for Major Hazard Control inspectors, acting as regulators from the Labour inspectorate, belonging to the Dutch Ministry of Social Affairs and Employment. A blueprint had to be constructed in order to assess the development and quality of this program in four cross sections over time. The description highlights both the safety related content and the regulator skills parts of the program in its changing context. Professional standards, educational objectives, quality of education, evaluation method, education change process and the response to the dynamic operational environment were examined. The main findings are that the education and training program kept the same main structure over the time period while its contents were adapted to respond to external context changes. Internal evaluation of performance data and education style led to a shift in contents from theoretical knowledge towards safety management and inspection practice oriented experience related knowledge. An active teaching style, increased usage of professional standards and more systematic evaluation, starting from the blue print in this study, offer the best opportunities for further improvement. Current insights on regulatory performance lead to a recommended future perspective for the inspectors’ role to be translated into education and training: balancing empathy, inquisitiveness and support with control and enforcement, or rather: exert tough love, staying between too soft and too hard.

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