Tài liệu Health Education for the Elderly - Ayla Kececi and Serap Bulduk pptx

... Health Education for the Elderly, Geriatrics, Prof. Craig Atwood (Ed.),ISBN: 97 8-9 5 3-5 1-0 08 0-5 , InTech, Available from: http://www.intechopen.com/books/geriatrics /health- education- for- elderly- people ... the education, the methodology to be used in the education, and the place and time of the education should be clearly determined (Demirel, 2000; Hacıalioglu, 2009). For example, a health education ... of success of the educational programs for the elderly; the economic resources of these educational programs, the proficiency level of educators, and educational materials and the technologies....

... tenses for the future & I am going to do Unit 19. Present tenses for the future A Thì hiện tại tiếp diễn (present continuous - I am doing) mang nghĩa tương lai This is Tom’s diary for ... xếp để thực hiện điều đó): The window are dirty”. “Yes, I know. I’m going to clean them later.” (= I’ve decided to clean them but I haven’t arranged to clean them) “Các cửa sổ này bẩn quá.” ... Nhưng What time does the train leave tomorrow? Ngày mai đoàn tàu sẽ khởi hành lúc mấy giờ? I’m going to the cinema this evening. Chiều nay tôi sẽ đi xem phim. Nhưng The film starts at...

... RefertoCommunityMental Health Services for signicant and complexmental health conditionsaffecting the health and care of the patient and caregiverRationaleAlzheimer’sdisease(AD) and relateddementiasareprogressive,irreversibledegenerativebraindiseases ... Read the words on this page and then do what it says.Then,hand the person the sheetwithCLOSEYOUREYESonit.If the subjectjustreads and doesnotcloseeyes,youmayrepeat:Read the words ... 2008Nosubjectivecomplaintsofmemorydecit.Nomemorydecitevidentonclinicalinterview.Subjectivecomplaintsofmemorydecit,mostfrequentlyinfollowingareas:(a)forgettingwhereonehasplacedfamiliarobjects;(b)forgettingnamesoneformerlyknewwell.Noobjectiveevidenceofmemorydecitonclinicalinterview.Noobjectivedecitsinemploymentorsocialsituations.Appropriateconcernwithrespecttosymptomatology.Earliestclear-cutdecits.Manifestationsinmorethanoneof the followingareas:(a)patientmayhavebecomelostwhentravelingtoanunfamiliarlocation;(b)co-workersbecomeawareofpatient'srelativelypoorperformance;(c)word and namendingdecitbecomesevidenttointimates;(d)patientmayreadapassageorabook and retainrelativelylittlematerial;(e)patientmaydemonstratedecreasedfacilityinrememberingnamesuponintroductiontonewpeople;(f)patientmayhavelostormisplacedanobjectofvalue;(g)concentrationdecitmaybeevidentonclinicaltesting.Objectiveevidenceofmemorydecitobtainedonlywithanintensiveinterview.Decreasedperformanceindemandingemployment and socialsettings.Denialbeginstomanifestin the patient.Mildtomoderateanxietyaccompaniessymptoms.Clear-cutdecitoncarefulclinicalinterview.Decitsmanifestinfollowingareas:(a)decreasedknowledgeofcurrent and recentevents;(b)mayexhibitsomedecitinmemoryofonespersonalhistory;(c)concentrationdecitelicitedonserialsubtractions;(d)decreasedabilitytotravel,handlenances,etc.Frequentlynodecitinfollowingareas:(a)orientationtotime and place;(b)recognitionoffamiliarpersons and faces;(c)abilitytotraveltofamiliarlocations.Inabilitytoperformcomplextasks.Denialisdominantdefensemechanism.Flatteningofaffect and withdrawalfromchallengingsituationsfrequentlyoccur.Patientcannolongersurvivewithoutsomeassistance.Patientisunableduringinterviewtorecallamajorrelevantaspectoftheircurrentlives,e.g.,anaddressortelephonenumberofmanyyears, the namesofclosefamilymembers(suchasgrandchildren), the nameof the highschoolorcollegefromwhichtheygraduated.Frequentlysomedisorientationtotime(date,dayofweek,season,etc.)ortoplace.Aneducatedpersonmayhavedifcultycountingbackfrom40by4sorfrom20by2s.Personsatthisstageretainknowledgeofmanymajorfactsregardingthemselves and others.Theyinvariablyknowtheirownnames and generallyknowtheirspouse’s and children’snames.Theyrequirenoassistancewithtoileting and eating,butmayhavesomedifcultychoosing the properclothingtowear.Mayoccasionallyforget the nameof the spouseuponwhomtheyareentirelydependent for survival.Willbelargelyunawareofallrecentevents and experiencesintheirlives.Retainsomeknowledgeoftheirpastlivesbutthisisverysketchy.Generallyunawareoftheirsurroundings, the year, the season,etc.Mayhavedifcultycountingfrom10,bothbackward and, sometimes,forward.Willrequiresomeassistancewithactivitiesofdailyliving,e.g.,maybecomeincontinent,willrequiretravelassistancebutoccasionallywillbeabletotraveltofamiliarlocations.Diurnalrhythmfrequentlydisturbed.Almostalwaysrecalltheirownname.Frequentlycontinuetobeabletodistinguishfamiliarfromunfamiliarpersonsintheirenvironment.Personality and emotionalchangesoccur.Thesearequitevariable and include:(a)delusionalbehavior,e.g.,patientsmayaccusetheirspouseofbeinganimpostor,maytalktoimaginaryguresin the environmentortotheirownreectionin the mirror;(b)obsessivesymptoms,e.g.,personmaycontinuallyrepeatsimplecleaningactivities;(c)anxietysymptoms,agitation and evenpreviouslynonexistentviolentbehaviormayoccur;(d)cognitiveabulia,i.e.,lossofwillpowerbecauseanindividualcannotcarryathoughtlongenoughtodetermineapurposefulcourseofaction.Allverbalabilitiesarelostover the courseofthisstage.Frequentlythereisnospeechatall,onlyunintelligibleutterances and rareemergenceofseeminglyforgottenwords and phrases.Incontinentofurine,requiresassistancetoileting and feeding.Basicpsychomotorskills,e.g.,abilitytowalk,arelostwith the progressionofthisstage. The brainappearstonolongerbeabletotell the bodywhattodo.Generalizedrigidity and developmentalneurologicreexesarefrequentlypresent.Level...

... (the game in question, the theatre), and not for the messages to be spread. In other contexts, however, they could be successfully used even if they were not familiar to the group beforehand. ... change their lifestyle.Making a leaflet:> there are various types of leaflet formats. The standard format is the three-flap leaflet. Other formats may be more eye catching (opening from the ... remember the important remarks at the end. Ask for the group’s authorisation and reassure them of confidentiality;> point out the objectives and the procedure (free discussion and not a...

... document called the Flexner Report (1910) which served as a great reference for health education professionals since it documented the evolution of health education and called for the introduction ... continuing education for health professionals and skills-training for all individuals (Locatis, 2002). Continuing education is required for all health professionals in order to replace the outdated ... health learning should emphasize skills-learning over pure health information delivery. ICT facilitates skills-learning and practice on health subjects for it allows the representations and...

... interpret, and understand basic health information and services in ways which are health enhancing. The development of health literacy is essential for students to adopt and maintain healthy behaviors ... school health education program should use the National Health Education Standards to guide curriculum development.20 The Standards focus on increasing functional health knowledge and identifying ... using communication, decision-making, goal-setting, and advocacy skills to engage in health- enhancing behaviors. Further, the effectiveness and quality of health education programs have been...

... distinguished: the inland Melaleuca forest wetlands and the coastal mangrove forest wetlands. Their main functions are the provision of forest commodities, the regulation of the water balance and biodiversity ... strategies in wetland conservation. The inventories provide information on the type and the location of wetland, the economic and ecological value of the wetland, and the type and incidence of ... livelihood of the people;, and management strategies for the exploitation, development and conservation of the wetland. The multi-level action plan for the conservation of forest wetlands in the MD...

... Plural-ey valley valleysabbey abbeysjitney jitneys-ay tray traysclay clays-oy ploy ploysSingular Pluralmother-in-law mothers-in-lawpasserby passersbysister-in-law sisters-in-lawSingular ... active and passive. A verb is active when the subject performs the action. A verbis passive when its action is performed upon the subject. The active voice is clearer and more concise than the ... add an s to the end of the word,as in mix-ups, takeoffs. If the compound word ends in -ful, add an s to the end of the word,as in cupfuls.●Some nouns change their spelling when they become...

... Plural-ey valley valleysabbey abbeysjitney jitneys-ay tray traysclay clays-oy ploy ploysSingular Pluralmother-in-law mothers-in-lawpasserby passersbysister-in-law sisters-in-lawSingular ... active and passive. A verb is active when the subject performs the action. A verbis passive when its action is performed upon the subject. The active voice is clearer and more concise than the ... add an s to the end of the word,as in mix-ups, takeoffs. If the compound word ends in -ful, add an s to the end of the word,as in cupfuls.●Some nouns change their spelling when they become...

... and a synonym for the example word on the back of the card. As you practice with the cards, first identify the meaning of the root, then the word containing the root, Next, give a synonym for ... flash card for each of the prefixes. On this card write the prefix and a word containing the prefix. Write the meaning of the prefix and a synonym for the example word on the back of the card. ... to the underlined word and the choices that follow. If you know the meaning of the word and recognize the synonym, there is no need to read the sentence. If you do not know the meaning of the...