Monday, December 23, 2019
Symptoms And Treatment Of Cancer Treatments - 1664 Words
In dealing with cancer treatments now, slight flaws in our practice after therapy have been present; in doing so, patients have experienced personal and emotional discomfort after therapy. Addressing these issues can become informal to patients, as technology have made it easier for our daily procedures to become convenient. The underlining cause of some confusion is not the patients fault but lack of communication from the health care provider after. Therefore, introducing the drawbacks of cancer treatment is adequate to patients after recovery. Cancer is among one of the most deadly diseases along with diabetes to set foot on this planet. Breast cancer is the most common for women and has accounted for more than 190,000 diagnoses in the year of 2009 alone (Susan). Treatment advances have been taking into action and further research has been done to minimize the total amount of patients in treatment. Even then, Cost of treatment has been a factor to some patients because those seeki ng medical attention are not aware of the expenses up front. While bladder cancer has become increasingly more expensive, is has reached from four billion $USD and now estimated to about five billion by 2020 (2014). Minor setbacks have been present when dealing with radiation therapy (RT) and chemotherapy (CT). Radiation toxicities have been common with RT, therefore, patients experience some sort of symptoms. Treatment objection highly depends on the area of the tumor as well as the stage.Show MoreRelatedSymptoms And Treatment Of Cancer1175 Words  | 5 Pagesin the United States get cancer every year (Rosen). Cancer is an uncontrollable growth and division of cells throughout the body, and it is a deadly disease that affects many people. Every person is different, every type of cancer is different, and every treatment is different. One main treatment for cancer is chemotherapy. However, saying no to chemotherapy is becoming more frequent among cancer survivors. When choosing to receive or not to receive chemotherapy every cancer patient should keep anRead MoreSymptoms And Treatment Of Cancer Essay1190 Words  | 5 PagesShort Summary Name Institution affiliation Cancer Over the years, cancer has proved to be a menace and a threat to livelihood. It is a class of diseases that have given doctors a hard time to manage. Cancer is characterized by cell growth that is out of control. The disease manifests itself in over 100 types, and each type is recognized with the type of cell it affected initially. The ugly aspect of cancer is that it causes wreckage to the body when cells divide uncontrollablyRead MoreSymptoms And Treatment Of Cancer1528 Words  | 7 Pagestumors and cancer, has always looked at cancer and its treatment through a biological lens. Cancer is a disease that develops when cells abnormally divide and multiply without control (Depression and Cancer). The treatment of cancer includes, but is not limited to, chemotherapy. This treatment aims to shrink tumors that result from unnecessary cells that keep dividing and multiplying. As chemotherapy only focuses on the biological treatment of cancer, the psychologically induced symptoms are l eft unattendedRead MoreSymptoms And Treatment Of Cancer888 Words  | 4 Pageslife-threatening diagnosis, such as cancer, has the potential to be an extremely stressful event and may have long-term effects. Depending on the diagnosis, many cancer patients may experience long-lasting, or chronic stress due to a variety of factors including receiving treatment, experiencing symptoms and side effects of treatment, waiting for test results, and learning that the cancer has recurred. Patients with cancer often report cancer-related posttraumatic stress (National Cancer Institute, 2012). AccordingRead MoreSymptoms And Treatment Of Cancer1555 Words  | 7 PagesCancer is a disease that is caused when abnormal cells in the human body begin to divide uncontrollably. These abnormal, uncontrolled cells can then spread further into surrounding tissues, effectively harming them. Cancer is genetic, meaning there is a gene coded for this disease present that can be passed down through famil y. This does not mean, though, that one will be diagnosed with this disease if a family member had it and although it can be treated, cancer has the ability to return. WhenRead MoreSymptoms And Treatment Of Cancer995 Words  | 4 Pageshundreds of types of cancers that are known of; anyone can get any kind of cancer. Cancer is an illness in where cells multiply nonstop. This multiplication of cells may lead to death (Insel and Roth 279). Ewing s Sarcoma is a cancer that occurs in the bones which usually happens to younger people, but can still affect anyone. Tumors- an unusual growth in the body that can be cancerous- form on the bone. This is one of the most common bone cancers; however, not the most common cancer overall. It canRead MoreSymptoms And Treatment Of Cancer1432 Words  | 6 Pagesthe use of any kind of drug to treat a disease, but today, it is most used in a cancer context. These drugs can also be known as cytotoxic (i.e. cell-killing) drugs or as antineoplastic (i.e. anti-cancer) drugs. But what is this complex disease called cancer? Cancer is a multi-step process mainly characterized by uncontrolled cellular growth and proliferation. Chemotherapy is very different from other cancer treatments, such as surgery or radiotherapy. One of the main reasons for this is, althoughRead MoreSymptoms And Treatments Of Cancer1148 Words  | 5 Pagesdeteriorating billions of bodies worldwide, Cancer is one of the biggest killers in the world. Sometimes going undetected, Cancer causes cells to divide uncontrollably and if gone undetected or if treatment fails, is extremely deadly to both humans and animals. Cancer can be located almost anywhere in the body and is able to spread everywhere if uncontained. The treatments most often used to treat Cancer are chemotherapy and radiation. Chemotherapy is a treatment that uses different medication and chemicalsRead MoreSymptoms And Treatment Of Cancer1997 Words  | 8 PagesDocetaxel also sold as Taxotere or Docecad, is a settled threatening to mitotic chemotherapy pharmaceutical that works by intruding with cell division. Docetaxel is affirmed by the FDA for treatment of secretly advanced or metastatic chest infection, head and neck development, gastric tumor, hormone-adamant prostate danger and non small cell lung disease. It works by preventing the disease cells from isolating into 2 new cells, so it obstructs the development of tumor. Docetaxel ties to microtubulesRead MoreSymptoms And Treatment Of Cancer1997 Words  | 8 PagesDocetaxel also sold as Taxotere or Docecad, is a settled threatening to mitotic chemotherapy pharmaceutical that works by intruding with cell division. Docetaxel is affirmed by the FDA for treatment of secretly advanced or metastatic chest infection, head and neck development, gastric tumor, hormone-adamant prostate danger and non small cell lung disease. It works by preventing the disease cells from isolating into 2 new cells, so it obstructs the development of tumor. Docetaxel ties to microtubules
Sunday, December 15, 2019
Lesson Plan for Social Studies Class Grades 9-12 Free Essays
Unit Social Studies: The Civil War  Emancipation Experience Objective Through this lesson, the students will be able to:  1. Given a particular situation, recognize the period of history portrayed following the inquiry period.  2. We will write a custom essay sample on Lesson Plan for Social Studies Class Grades 9-12 or any similar topic only for you Order Now  Given a particular scenario, distinguish groups after the inquiry period.  3. Study and come into contact with changeable emotions of every group.  4. Examine and differentiate the differences in the lifestyle of every group.  5. Assume/imagine and identify with what life was like for Americans during that period. Rationale Hardly any event in mankind can measure up to the damage and destruction of war. However, nearly every generation of man cannot break away from its ongoing reality. Our country has also had its won share of experiences of war. Ever since our origin, with the American Revolutionary War, our country has already been at war. In addition, in our 200 plus years of survival there was one war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives  the American Civil War. Just like any civil war there is no winner- just a loser, as losses on both sides make up the entire loss of that nation. This lesson will try to look at the changes that occurred in the lives of Americans that were the outcome of this catastrophic war. Therefore, the rationale of this inquiry lesson is to provide students an affective encounter of the pre and post American Civil War incident on Americans- both Whites and Blacks (or northerners and southerners). Content Group activity using charts and internalizing the role of each groups involved in the Civil War. Procedures 1. By means of random, divide class into three (3) groups- A, B, C according to size. Group A (Slaves)      1/4 of class Group B (S. Whites) 1/4 of class Group C (N. Whites) 1/2 of class Note: Don’t inform the class what every group stand for. 2. Then instruct every member to name themselves utilizing a marker and a piece of tape. It must be visible. 3. Move desks apart from each other and split the classroom in half. Break up the room by means of putting tape on the floor. Area I will be shared by Groups A and B. Next, move desks so that 1/4 of area I is free of desks and chairs and then put newspapers on the floor. This area must be surrounded with tape.  4. Next, show Chart I to all the groups and inform them regarding each group’s location, food allotment, and movement as shown below: Chart I Group  Location                  Food Allotted                       Movement A   Sit on newspapers                   Plate of broken crackers        None B    Sit on chair in area I or II      Plate of whole crackers           Full (everywhere in the   classroom C    Sit on chair in area I or II      Plate of whole crackers           Full (everywhere in the classroom)  5. Start conducting Part I for a period of 5-10 minutes. Guide groups to their own location, their capability to move without restraint or none at all, and provide every group either whole or broken crackers on a plate to be shared with that group. Allow member of just groups B and C speak without restraint to one another. But let every group speak to each other.  6. End Part I. Show Chart II to the class, which contain as follows: Chart II Group  Location Food Allotted   Movement A    Chairs   Plate of broken crackers       Shaded area B    Chairs   Plate of broken crackers       Area I only C    Chairs   Plate of whole crackers        Area II only 7. After showing Chart II, direct the class to start conducting Part II for a period of five (5) minutes. At this time, movement or talking between groups B and C is prohibited since they should stay put in their particular areas (I or II). Then, take out 1/2 the members from group B and put them into a neutral corner where they would not be able to eat, speak, or move from their chairs. 8. End Part II. After the Part II activity, show Chart III explain to the class as follows: Chart III Group  Location    Food Allotted                      Movement A    Chairs       Plate of whole crackers        Full B    Chairs       None                                   Full C    Chairs       Plate of whole crackers        Full 9. After showing chart III, you can start conducting Part III for a period of five (5) minutes. Guide students just like what was done in Part I and Part II consistent with what is instructed in Chart III. Remove the shaded area. Do away with all tape placed on the floor. The groups can now freely move. But, Group B merely receives broken crackers. 10.  End Part III and the whole activity. Arrange the room to bring it back to its original order. Materials Masking tape, pen markers, chart paper/chalk board, newspapers, 5 packages saltines/crackers, and 3 paper plates. Assessment At the end of the activity, ask the students the following questions to assess their feelings and reactions about the activity: 1.  What can you say about this activity? Did you like it? If yes, why? If no, why not? 2. How did you feel about being in Group A, B, or C? 3. In your opinion, how did the groups differ from each other? 4. What do you think was the best group to be in? How about the worst group to be in? 5. What primary event in American History did this simulation describe? Answer: The American Civil War.  6. Who do you think did each group stand for? Answer: Group A. represented the Black Slaves Group B symbolized the White Southerners Group C stood for the White Northerners 7. What do you think did the headings in the charts symbolized? Answer: Location (floor or chairs) represented social status Food Alloted (either whole or broken crackers) symbolized economic status Movement (either full or restrained) symbolized political status 8. In your opinion, what did Parts I, II, III stood for? Answer: Part I stood for the Pre Civil War period Part II. represented the Civil War era  Part III represented the Post Civil War period 9. Consistent with the headings of the charts and what they symbolized, what can you say or notice about every group? Example: Compared to Groups B C, Group A was instructed to sit on the floor   symbolizing a lower social status, they also had to eat broken crackers representing a lower economic status, and were just limited to move in a particular area. Thus, Group A stood for the Black Slaves of the South. The, take note of the change in Group’s A status from Part I to Part III depicting the changes from the Pre to the Post Civil War period. Meanwhile, for Group B, in Part I, they were instructed to sit on chairs and eat whole crackers and also to move freely. Hence, it can be said that these activities symbolized good, economic, social, and political status. Nevertheless, in Part II they had be restricted to move outside of Area I since battle lines were established between the North and South. .Moreover, the South survived extreme devastation and destruction since most of the war happened there. This was represented when half of the group was pulled out and placed into a neutral area. Then, in Part III, social and political status were recovered as movement was not restricted and chairs were utilized. But their economic status turned negative, as symbolized by broken crackers because it experienced devastation and destruction of its factories and cities. Moreover, due to the closure of plantations and freedom of slaves, agriculture transformed and changed drastically. Then for Group C, all throughout the three parts (I, II, III), they enjoyed good economic, political, and social status since the war happened on southern soil thus the northern property was not destroyed. Rubric: Group Learning Activity Rubric A: Process Exceptional Admirable Acceptable Amateur  Exceptional Admirable Acceptable Amateur Group Participation Every member actively participate At least  ¾ of the members enthusiastically participate At least half of the members share their ideas Only one or two members enthusiastically participate Shared Responsibility Responsibility for task is equally shared among members Most group members share the responsibility Only  ½ of the group members share the responsibility The members depend only one member Quality of Interaction Members display excellent leadership and listening skills; in their discussions, members display awareness and knowledge of other’s ideas and opinions s During interaction, members exhibit adeptness; active discussion and interaction focuses on the task Members display some capability to interact; members listen attentively; there is some proof of discourse or alternative There is only little interaction; members converse briefly; some students show disinterest Roles within the Group every member was assigned a distinctly specified role; the group members execute roles successfully and effectively every member was assigned a role, however, roles are not clearly specified or systematically followed. Members were given roles to perform, however, roles were not consistently followed. No effort was shown to assign roles to every group member References Commager, H. (1982). The Story of the Civil War as Told by Participants. Fairfax Press,    1982. Jasmine, J. (1993) Portfolios and Other Assessments. California: Teacher Created     Materials. Rubistar. Create Your Rubric. Retrieved April 29, 2006 from          http://rubistar.4teachers.org Sass, E. Social Studies Lesson Plans and Resources. Retrieved April 29, 2006 from            http://www.cloudnet.com/~edrbsass/edsoc.htm How to cite Lesson Plan for Social Studies Class Grades 9-12, Essay examples
Saturday, December 7, 2019
Introduction To Dementia Care Clinical Neuroscience
Question: Describe about the Introduction To Dementia Care for Clinical Neuroscience. Answer: Introduction Dementia is a chronic, progressive deterioration of the human cognitive functions, much severe than what usually occurs in normal aging. It slowly affects a persons memory, intellect, learning, and other higher mental functions, except consciousness. On further progression of the disease, the person becomes disoriented, withdrawn, and loses control of ones own bodily functions, eventually leading to death. Dementia might be attributed to genetic causes, even as hypothyroidism, Vitamin B12 deficiency, and infections like neuro-syphillis also are known to trigger the early onset of the disease (WHO, 2016). Dementia usually occurs in individuals over 65 years of age, and the disease causes some of the symptoms of aging to occur prematurely. Various mechanisms related to aging and aging theories are attributed to trigger the symptoms of dementia, such as the neuronal mitochondrial damage, formation of plaques, white matter damage, altered synaptic connectivity etc. However, the natural process of aging must not be confused with accelerated aging seen in dementia due to pathological changes (Appendix). Hence, a single theory of aging cannot be proved to justify accelerated aging in dementia; the interventions must be planned addressing to all the pathological changes that occur within the brain due to the disease. (Powers, 2005) Cognitive examination is mostly used as a diagnostic testing, along with neuro-imaging techniques. Till date, a complete cure for the disease is not found, though a lot of treatment methods are being researched upon. However, there are a few measures to improve the quality of life of individuals affected with dementia and their caregivers. Cognitive, functional, behavioural, and psychological interventions can help delay the rapid progression of the disease, making the individuals condition manageable. This essay discusses the different manifestations of dementia and its associated changes, its impact on the quality of life, roles and responsibilities of the caregivers, and the strategies to effectively manage the disease. Dementia and its management Most of the types of dementia are characterized by slowly progressing irreversible damage to the brain (Savva et al., 2009). Four major types of the disease are discussed here. (Alzheimers Association, 2009) Alzheimers disease is accountable for nearly 50% of the individuals diagnosed with Dementia. It is usually an inherited genetic disorder, characterized by short term memory loss, disorientation, agitation, and withdrawal from society. Upon onset, progressive atrophy of the brain cells triggers the symptoms. Vascular Dementia is accountable for nearly 20% of the individuals diagnosed with Dementia. It is caused by vascular damage to the brain, as in a cerebrovascular accident, with the severity of the disease depending on the area of the vascular injury. Dementia with Lewy Bodies is accountable for nearly 10% of the individuals diagnosed with Dementia. It is caused by the clumping of a protein in the nerve synapses, thereby altering synaptic transmissions. The symptoms of this type, look alike to that of Parkinsons disease, though there is a difference in the pathology. Fronto-temporal Dementia is accountable for nearly 8% to 10% of the individuals diagnosed with Dementia. It is cause d by genetic mutations, and is characterized by severe alterations in the behavioural and personality patterns. Mixed Dementias are a combination of two or more disease processes from multiple types of dementia. Research is still underway on its pathology and manifestations. Dementia is known to take control of the individual and his family, and alter their activities of daily life greatly. Four aspects of the influence of dementia on the family, in addition to the Quality of Life are discussed below. Cognitive Impact In the early stage of Dementia, which is known as mild cognitive impairment, the changes are subtle, and occur sparingly. Forgetting a particular word, losing directions, inability in effectively managing finances leading to massive losses of money, etc are the visible symptoms of cognitive impairment, leading to frustration, violence and/or depression. (Laurin et al., 2001) Initially, though constant care might not be needed, constant reminders on various aspects of day to day life are needed to be given, along with managing the individuals changing emotions. Functional Impact As the condition progresses, the person might have difficulty in performing activities that have a sequence of steps, such as tying a shoelace. Initially, assistance might be needed in completing simple chores of self care, which might regress into complete dependency of the individual on the family and the caregiver. (Gure et al., 2010) The need for constant monitoring and the shouldering of additional responsibility can lead to increased stresses on the caregiver. Behavioural Impact The person with dementia often turns violent, as a futile aggressive attempt to jog his memory. Emotional disturbances like frustration, depression and violence make the person feel safe when alone and isolated, thus changing the individuals persona. The changes in the persons behaviour might be aggressive, passive, irrelevant or indifferent, leading to confusions in the familys image of the person (Kar, 2009). Psychological Impact The frequent episodes of forgetfulness, disorientation, violence etc can visibly alter an individuals relationship with his family, as in him the family sees a person whom they have not seen before, or wish to see. The family members are the caregivers experience depressions seeing their loved ones fade away slowly in front of their eyes (Alzheimers Research, UK, 2015). The increased sense of responsibility, guilt, lack of a quality personal life, increasing financial burden etc can increase the psychological stress on the family and the caregiver. Impact on Quality of Life The well being of the family of a person with dementia depends largely on the individuals disease condition and the rate of progression. Interventions to manage the disease, if implemented effectively, serve to improve ones QOL by slowing down the progress of the condition. However, though under constant radar for upgradation, outcome measurements of QOL in such settings face risks of discrepancies in reliability and validity, along with responsiveness (Logsdon, McCurry, and Teri, 2007). Nevertheless, the decrease in QOL in a family of an individual with dementia cannot be denied. In addition to these, the family and caregivers experience health issues, as sleep deprivation, exhaustion, and increased workloads takes its toll on the caregivers physical and psychological health (Brodaty, 2009). Having an individual with dementia in the family definitely has an impact on the finances, as the individual might not be in a position to earn, and the caregiver might not have time to earn in a full time job for the family. The loss of income, added with hidden costs like increased medical expenses, increased utility costs such as transport, communication, electricity, increased cost of aiding equipment; specialized diet costs etc have a risk of causing frictions within the family (Hurd et al., 2013). An individual with dementia will have to eventually depend on his family; and even before they realize it, it would become an added responsibility to them. In the initial stages, the dependency of the person on his family would seem to be lesser; the challenges posed vary with the stages. The family must be prepared to manage the individual and their growing responsibilities (Alzheimers Research, UK, 2015), which are discussed below. Reminding the individual to perform basic activities, basic details like names, phone numbers, schedules, appointments, etc., protecting the individual from injuring himself, getting lost, etc., Monitoring the individuals day to day activities, medications, toileting activities, etc. form the responsibilities in the early stages. Feeding the individual with healthy food, and guiding him on how to eat, chew, swallow, etc., Grooming the individual, by maintaining high standards of personal hygiene, Restraining the individual when he gets too violent, or when he heads towards unknown/dangerous situations, Handling the individual, as in supporting him when he walks, or carrying him when he is unable to mobilize form the responsibilities in the later stages. Additionally, actively participating in the management procedures of the individual, by constantly encouraging him to perform mind stimulation exercises, physical activities, medications, and constantly keeping one updated on recent researches on the condition, taking clear decisions on treatment, finances and legal issues with an unbiased, practical and a selfless standpoint, and consulting for expert opinion when in doubt, and seeking for help whenever needed is very essential. The caretaker must also care for themselves, and keep themselves fit in order to effectively take care of the individual with dementia. Though managing an individual with dementia is a responsibility that is unwittingly thrust upon the family, a selfless approach would help handling the issues more efficiently. If the family is kept well aware of the individuals condition and its progression, managing the disease can be made easier and much more effective (Etters, Goodall, and Harrison, 2008). Dementia cannot be cured, but can be managed in order to delay the progression of its symptoms. As an add on to the individualized care provided, Person-Centered Approach in Dementia care (Brooker and Latham, 2015) comprises of Valuating the status of individual with dementia as a citizens with entitlement rights, Individualized approach to management, with a personalized protocol for every individual, Viewing the world from the perspective of a patient with dementia and providing a suitable social environment to meet their needs. Dementia must be managed implementing a holistic plan of action, involving all the stakeholders of the condition. Setting of realistic goals, and planning a stage-wise intervention is important step in the treatment procedure. In the early stages of Dementia, ACE Inhibitors may be given to stall the cognitive impairments of the disease. Cognitive therapies such as mental stimulation exercises, behavioural, and emotional interventions are also performed to help the individual manage his symptoms. Psychological counseling and guidance is essential for maintaining the mental stability of the patient as well as the caregivers. Though many other interventions like music therapy, simulation therapy, reminiscence therapy etc are recommended, there is no strong evidence to its effective working. There has been research on measures to prevent dementia, and delay its onset in individuals with a risk of developing the disease. Performing physical and mental activities, intake of a Vitamin-D enriched diet, and leading a healthy and socially engaging lifestyle are the widely advocated preventive measures. Genetic counseling is encouraged, to detect the risk of dementia and implement preventive strategies early in life. Implementing a management plan using a person-centered approach can help improve quality of care, by involving the family into the treatment procedures, and involving a holistic approach to management of dementia (Health Innovation Network, 2015). Many ethical issues crop up through the course of dementia care. The diagnosis of the disease being told to the person who cannot comprehend it, the inability of the individual to offer informed consent to any treatment/research procedure, the inability of the individual to question the transparency of any clinical trial in which he is made to participate, the incapacity of the person to rule over his final will and settlements, etc form the ethical dilemma in the initial stages. There must be no compromise on the quality of the treatment provided to the patient due to his absent decision making (Brodaty et al., 2005). However, the later stages of Dementia present a lot of ethico-legal confusions and conflicts, causing a great deal of emotional impact to the family. This includes situations where the individual has to be put into a full-time residential care owing to inability of the caregivers to offer undivided attention; when the individual has to be administered a feeding tube, or when the person has to be taken off life support (Whitehouse, 2000). In such cases, an unbiased guidance must be given to the family and the caregivers of the patient, in order to enable them make clear decisions without guilt or ignorance. Conclusion Living in a family where an individual is affected by dementia is always a challenging task. It is like watching the person slowly transforming into a distant stranger. The progression of the disease is a complex process, involving various interventions in different stages of the disease. However, a clear understanding of the condition, and strategies involving realistic goal setting, can make the situation effectively manageable. Early identification of the symptoms is necessary to take calculated measures to overcome the influence of the disease on the various aspects of life. A person-centered approach, which focuses on valuing the patient as an individual and providing a personalized plan of care is necessary, to enable achievement of the treatment goals. Leading a healthy lifestyle, with a family support can go a long way in providing efficient dementia care, and providing a satisfactory end-stage care to the individual. After all, it is the immeasurable flow of positivity that will help the family sail smoothly through the entire period of the disease. References Alzheimers Association (2009) Aging,Memory Loss and Dementia: Whats the difference? Available at: https://www.alz.org/mnnd/documents/aging_memory_loss_and_dementia_what_is_the_difference.pdf (Accessed: 27 June 2016). Alzheimers Research, UK (2015) Dementia in the Family. . Brodaty, H. (2009) Family caregivers of people with dementia, Dialogues in Clinical Neuroscience, 11(2), pp. 217228. Brodaty, H., Thomson, C., Thompson, C. and Fine, M. (2005) Why caregivers of people with dementia and memory loss dont use services, International Journal of Geriatric Psychiatry, 20, pp. 110. Brooker, D. and Latham, I. (2015) Person-Centred Dementia Care - Making Services Better with the VIPS Framework. Edited by Isabelle Latham. Second Edition edn. Jessica Kingsley Publishers. Etters, L., Goodall, D. and Harrison, B.E. (2008) Caregiver burden among dementia patient caregivers: A review of the literature, American Academy of Nurse Practitioners, 20(8), pp. 423428. Gure, T.R., Kabeto, M.U., Plassman, B.L., Piette, J.D. and Langa, K.M. (2010) Differences in Functional Impairment Across Subtypes of Dementia, The Journals of Gerontology Series-A: Biological Sciences and Medical Sciences, 65A(4), pp. 434441. Health Innovation Network (2015) What is person - centred care and why is it important? Hurd, M.D., Martorell, P., Delavande, A., Mullen, K.J. and Langa, K.M. (2013) Monetary Costs of Dementia in the United States, The New England Journal of Medicine, 368, pp. 13261334. Kar, N. (2009) Behavioral and psychological symptoms of dementia and their management, Indian Journal of Psychiatry., 51(Suppl-1), pp. S77S86. Laurin, D., Verreault, R., Lindsay, J., MacPherson, K. and Rockwood, K. (2001) Physical Activity and Risk of Cognitive Impairment and Dementia in Elderly Persons, JAMA Neurology, 58(3), pp. 498504. Logsdon, R.G., McCurry, S.M. and Teri, L. (2007) Evidence-Based Interventions to Improve Quality of Life for Individuals with Dementia, Alzheimers care today, 8(4), pp. 309318. Powers, R.E. (2005) The Primary Care Guide to Theories of Aging and Dementia, Bureau of Geriatric Psychiatry, 06(13). Savva, G.M., Wharton, S.B., Ince, P.G., Forster, G., Matthews, F.E. and Brayne, C. (2009) Age, Neuropathology, and Dementia, The New England Journal of Medicine, 360, pp. 23022309. Whitehouse, P.J. (2000) Ethical issues in dementia, Dialogues in Clinical Neuroscience, 2(2), pp. 162167. WHO (2016) Dementia. Available at: https://www.who.int/mediacentre/factsheets/fs362/en/ (Accessed: 27 June 2016).
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