Die Empfehlungen der Swiss Memory Clinics für die Diagnostik der Demenzerkrankungen [Recommendations of Swiss Memory Clinics for the Diagnosis of Dementia]

The early diagnosis of subjectively perceived or externally anamnestically observed cognitive impairments is essential for proving neurodegenerative diseases or excluding treatable causes such as internal, neurological or psychiatric disorders. Only in this way is early treatment made possible. As part of the project 3.1 of the National Dementia Strategy 2014–2019 («Development and expansion of regional and networked centres of competence for diagnostics»), the association Swiss Memory Clinics (SMC) set itself the goal of developing quality standards for dementia clarification and improving the community-based care in this field. In these recommendations, general guidelines of diagnostics and individual examination possibilities are presented, and standards for the related processes are suggested. Individual areas such as anamnesis, clinical examination, laboratory examination, neuropsychological testing and neuroradiological procedures are discussed in detail as part of standard diagnostics, and supplementary examination methods for differential diagnosis considerations are portrayed. The most important goals of the SMC recommendations for the diagnosis of dementia are to give all those affected access to high-quality diagnostics, if possible, to improve early diagnosis of dementia and to offer the basic service providers and the employees of Memory Clinics a useful instrument for the clarification

Recommandations de Swiss Memory Clinics pour le diagnostic des démences [Recommendations of Swiss Memory Clinics for the Diagnosis of Dementia]

Recommendations of Swiss Memory Clinics for the Diagnosis of Dementia Abstract. The early diagnosis of subjectively perceived or externally anamnestically observed cognitive impairments is essential for proving neurodegenerative diseases or excluding treatable causes such as internal, neurological or psychiatric disorders. Only in this way is early treatment made possible. As part of the project 3.1 of the National Dementia Strategy 2014-2019 ('Development and expansion of regional and networked centres of competence for diagnostics'), the association Swiss Memory Clinics (SMC) set itself the goal of developing quality standards for dementia clarification and improving the community-based care in this field. In these recommendations, general guidelines of diagnostics and individual examination possibilities are presented, and standards for the related processes are suggested. Individual areas such as anamnesis, clinical examination, laboratory examination, neuropsychological testing and neuroradiological procedures are discussed in detail as part of standard diagnostics, and supplementary examination methods for differential diagnosis considerations are portrayed. The most important goals of the SMC recommendations for the diagnosis of dementia are to give all those affected access to high-quality diagnostics, if possible, to improve early diagnosis of dementia and to offer the basic service providers and the employees of Memory Clinics a useful instrument for the clarification

Bringing the inside out and the outside in: Place-based learning rendering classroom walls invisible

© The Author(s) 2018. Ecopedagogical approaches for teaching children about nature have evolved over time. The shifts have encompassed a number of approaches and integrative subsets that involve students in nature. These moves focus on developing students' appreciation of nature and responsibility to nature as ecologically active citizens. This chapter provides a research-informed narrative of these shifts from one educator's experience teaching across primary, secondary, and tertiary sectors. It begins from the notions that early childhood experiences in nature positively influence ecologically motivated behaviours in adulthood. The chapter continues by describing experimental education experiences from the 1980s through to current ecopedagogical practices in everyday teaching and learning experiences. The chapter closes by exploring how place-based learning has been embedded in a number of primary education subjects for preparing eco-rich, teacher-ready practitioners